I 9X1 

H54- 


PRIVATE  ELEMENTARY  AND  SECONDARY  EDUCATION  IN 

ILLINOIS  FROM  1818  TO  1860 


BY 


GERTRUDE  HOWELL  HILDRETH 
A.  B.  Northwestern  College,  1920 


/ 


THESIS 


Submitted  in  Partial  Fulfillment  of  the  Requirements  for  the 


Degree  of 

MASTER  OF  ARTS 
IN  EDUCATION 


IN 


THE  GRADUATE  SCHOOL 

OF  THE 

UNIVERSITY  OF  ILLINOIS 


1921 


Digitized  by  the  Internet  Archive 
in  2015 


https://archive.org/details/privateelementarOOhild 


\^\ 


UNIVERSITY  OF  ILLINOIS 


THE  GRADUATE  SCHOOL 


June  1 


192l_ 


(N 

a. 

UJ 


I HEREBY  RECOMMEND  THAT  THE  THESIS  PREPARED  UNDER  MY 

SUPERVISION  BY Sertrude  Hawell  Hildreth 

ENTITLED  Private  Elementary  and  Secondary  Eduoation  in 
Illinois  from  lSltf  to  1S60. 

BE  ACCEPTED  AS  FULFILLING  THIS  PART  OF  THE  REQUIREMENTS  FOR 


Recommendation  concurred  in* 


Committee 


on 

Final  Examination* 


Required  for  doctor’s  degree  but  not  for  master’s 


V. 


■ 


CONTENTS 


Part 

V 


Part 


I.  Early  provisions  for  eduoation  in  Illinois. 

Chap.  I.  Conditions  that  influenced  the  establishment  and 
charaoter  of  the  eduoational  institutions 
Charaoter  of  the  early  settlers. 

2.  The  law  of  18$5  aid  its  repeal. 

3»  Publio  opinion  in  favor  of  private  schools. 

Chap.  II.  Educational  opinion  of  the  period- 

/ 

Aims  and  ideals  of  early  educators. 

II.  The  eduoational  institutions. 

Chap. III.  Elementary 

c 1.  The  type  of  institution  established. 
v 2.  Method  of  “getting  up”  a school. 

3»  Itinerant  schools. 

4.  A city  school  system. 

;■  5.  Courses  of  study. 

6.  Sohool  year. 

7.  Tuition  charges. 

5 . Eduoatiom  of  paupers. 

9.  Size  of  schools. 

Chap.  IT.  Secondary. 

1.  Inter-relation  of  elementary  and  secondary  sohools. 

2.  Establishment  of  sohools  by  deoades. 


4^3 • A typical  academy. 

Subjeots  of  instruction. 

5.  Tuition  fees. 

6.  Length  of  school  tern,  and  year. 

1/ 7.  Methods  of  instruction^- ?7 

t/  S%  Equipment  and  apparatus. 

./  4-  9»  Discipline. 
s -4-  10.  Aims  of  instruction. 

-^"11 « Requirements  for  admission. 

12.  Attempts  at  gradation. 

13.  Sectarianism  and  religious  influence. 
Chap.  T.  Special  institutions. 

1.  Evening  sohools. 

2.  Business  oourses. 

3.  Private  olasses. 

Chap.  TI.  Text -boohs. 

/ h-  ^ 0 

\/  -f  1.  Importance  of  the  text -book. 

2.  Books  used. 

T — 3*  Critioism  of  many  books. 

^ 4.  Lack  of  uniformity. 

^ 5*  Attempts  at  uniformity. 

Chap.  TII.  Teachers. 

Functions  of  early  teaohers. 

> 2.  Method  of  organizing  sohools. 

3.  Circuit  teaohers. 

4.  qualifications. 


3.  Remuneration 


r 

Part 


6.  Increase  in  number  and  quality  due  to 

a.  Governor  Slade's  scheme. 

b.  Normal  courses. 

o.  Education  societies. 

d.  Ladies'  Association  for  Education  of  Females. 

7.  Later  certification  of  teaohers. 

Chap.  VIII.  Examinations  and  inspection. 

Chap.  IX.  Female  and  Co-*education. 

III.  Change  in  character  of  the  educational  institutions. 
Chap.X.  Establishment  of  the  Free  School  System. 

1.  The  law  of  1 #55 • 

2.  Transition  from  private  to  publio  schools. 

Chap.  XI.  Conclusion. 


1 


Chapter  I 

Conditions  that  Influenced  the  Establishment  and 
Character  of  Educational  Institutions. 

A survey  of  the  conditions  that  influenced  the  progress  of  education 
in  the  early  decades  of  the  period  1616-1660  must  precede  a study  of  the 
educational  institutions  of  the  state  so  that  the  significant  features  of 
those  institutions  to  be  presented  later  may  be  more  fully  understood  and 
more  correctly  interpreted.  Such  factors  as  the  oharaoter  and  mode  of  life 
of  the  early  settlers,  their  occupations,  ambitions  and  possession  or  lack 
of  educational  ideals  all  tended  to  influence  and  determine  the  character 
of  the  eduoational  institutions. 

The  immigrants  who  settled  Illinois  may  be  classified  roughly 
into  two  groups,  those  from  the  South,  and  those  from  New  England  or  of 
New  England  ancestry.  These  two  groups  occupied  positions  respectively 
south  and  north  in  the  state.  The  southern  immigration  was  the  earlier  and 
until  after  1630  the  more  numerous,  and  consequently  southern  influence  had 
preponderance  over  northern  until  after  that  date.  The  people  who  settled 
southern  Illinois  brought  with  them  little  concern  for  education,  particular- 
ly public,  tax-supported  education.  In  this  they  followed  the  private- 
support  policy  of  the  states  from  which  they  oame.  The  settlers  from  New 
England,  however,  brought  with  them  the  ideal  of  state  responsibility  for 
education,  but  because  of  smallness  of  numbers,  innumerable  hardships  in  the 
frontier  country  and  the  predominance  of  southern  influence,  suoh  an  ideal 
was  not  realized  until  the  dose  of  the  period. 

The  sparsely  populated  and  widely  separated  communities  made  the 
establishment  of  any  eduoational  institution  or  the  realization  of  any 
educational  ideal  a difficult  matter. 


2 

Commenting  on  such  obstacles  in  the  way  of  progress,  one  historian 
says:  "In  all  new  countries  there  is  a difficulty  in  establishing  schools. 

The  first  inhabitants,  the  backwoods  hunters,  whose  cabins  are  five,  ten 
and  twenty  miles  apart,  can  have  none.  Their  mode  of  life  requires  no 
education  in  the  scholastio  meaning  of  the  term.  Their  habits  are  independent 
of  literary  acquirements  and  their  children  grow  up  without  knowing  how  to 
oast  up  the  most  simple  sums  by  the  rules  of  aritlmietic  or  write  a word  or 

read  a sentence  No  matter  what  laws  may  exist  on  the  subject  or  what 

school  fund  may  lie  in  the  treasury  of  the  state,  if  there  arc  not  sufficient 
pupils  within  a mile  of  a school-house,  there  can  be  no  school."^ ^ ^ 

But,  in  the  face  of  such  adverse  oiroumstances,  a number  of  states- 
men and  citizens,  realizing  in  the  early  years  of  the  period,  the  urgent 
necessity  of  a system  of  oommon  schools, and  exhibiting  admirable  foresight 
ana  clearness  of  vision,  proposed  plans  for  the  establishment  of  such  a system. 
All  the  implications  involved  in  allowing  education  to  shift  for  itself,  to  be 
left  to  private  initiative  and  oontrol,  and  to  be  dependent  on  the  whims  and 
fanoies  of  a heterogeneous  population  were  fully  realized  by  them.  Such  men, 
also,  urged  the  necessity  and  economy  of  public  support  of  schools.  One  who 
calls  himself  "Old  Statesman"  in  a letter  "to  a young  Representative  in. 
Illinois,"  says,  "In  the  first  place  permit  me  to  recommend  to  you  to  use  your 
influence  in  bringing  about  the  establishment  of  a system  of  oommon  schools.... 
We  have  at  present  no  other  method  of  raising  funds  than  taxation.  It  is  ob- 
jected to  this,  that  the  people  are  not  well  enough  informed  on  the  subjeot  to 
give  their  consent  to  this  plan.  But  surely  it  requires  but  a small  degree  of 
information,  for  every  oitizen  to  see  that  this  method  of  supporting  sohools 
would  ease  the  burden  upon  the  shoulders  of  evefy  one  who  is  now  obliged  to 
educate  a family Let  the  funds  thus  raised  be  distributed  according  to  a 

(1)  Flower, G.,  History  of  the  English  Settlement  in  Edwards  Co.,Ill.,pp. 

337-340. 


3 


just  apportionment  among  the  sohools  whioh  shall  be  established  under  the 

direction  of  the  legislature.  Although  the  amount  thus  distributed  was  small, 

it  would  aid  and  encourage  our  citizens  as  no  doubt  to  increase  in  a very 

great  degree  the  number  and  quality  of  our  sohools Individuals  ought 

not  to  be  obliged  to  bear  the  whole  expense  of  rearing  oitizens  and  soldiers, 

for  the  defense  and  support  of  the  public.  That  education  whioh  is  necessary 

to  constitute  them  good  citizens  or  soldiers,  to  enable  them  to  understand  and 

defend  the  rights  and  liberties  of  their  country,  and  to  qualify  them  for 

discharging  properly  the  duties  of  the  offices  which  they  may  be  called  to  fill, 

should  in  part  be  given  at  the  public  expense." ^ ^ 

Another,  who  signs  himself  "Parent",  declares  that  "One  of  the 

measures  neaessary  fjo  provide  for  schools/ is  .to  assess  a tax  on  the  taxable 

inhabitants  of  the  district.  This  oan  be  done  by  a majority  of  the  persons  to 

be  taxed.  Taxes  are  always  unpopular  and  yet  without  them  we  cannot  live  in  a 

social  and  political  capaoity.  On  the  subject  under  consideration,  we  must 

either  suffer  our  children  to  grow  up  in  profound  ignorance  or  pay  a tax  for 
( 2 ) 

their  education." 

In  1825  a law  providing  for  free,  tax  supported  sohools  was  enacted. 

Two  years  later,  however,  "the  legislature  seriously  changed  this  law, 

so  that  the  free-school  feature  of  it  was  obliterated.  The  votes  of  a dis- 
trict must  now  dooide  whether  all  of  the  sum  required  for  a school  shall  be 
raised  by  taxation  or  only  half  of  it;  and  as  the  new  law  adds  that  no  person 
is  to  be  taxed  without  his  oonsent,  the  raising  of  school  money  under  the  law 

is  reduced  to  subscription.  The  legislature  of  ltf29  repealed  the  part 

(3  ) 

of  Duncan’s  law  whioh  gave  two  per  cent  of  the  net  revenue  of  the  state  to 

(1)  Edwardsville  Spectator,  Oct  .26,1524^ 

(2)  Edwardsville  Speot.,July  30,l£25. 

(3)  Whether  Dunoan  or  Cole  introduced  the  bill  is  a matter  of  dispute. 


* 


' 


■ ■ 


. 


the  sohools  and  otherwise  tinkered  the  school  law  in  a small  way  more  complete- 
ly making  the  oreation  of  a school  an  affair  of  voluntary  union  and  subset* ip- 

„ ( 1 ) 
tion." 

One  writer  states  that  "this  law  was  in  advance  of  public  sentiment, 

as  was  plainly  shown  by  its  speedy  repeal*  In  fact,  no  state  outside  of  New 

England  had  at  the  time  a school  ordinance  which  even  approximated  the  Illinois 

( 2 ) 

law  of  1825  in  its  educational  bearing." 

That  this  law  did  refleot  the  influence  of  New  England  tradition  is 
disclosed  by  the  following:  "How  readily  is  this  (Law  of  1825)  and  every  other 
measure  calculated  to  dispel  the  olouds  of  ignorance  prejudice  and  superstition 
denounced  as  a Yankee  Measure!"^  ^ 

Another  writer  believed  this  law  to  be  far  in  advance  of  public 
opinion,  and  concerning  it  he  says:" It  was  full  thirty  years  before  the  ad- 
vanced position  occupied  by  this  early  law  was  reached  and  permanently  occupied 
by  the  state,  for  it  was  not  until  1 855  that  our  present  free  school  law  was 

(4.) 

enacted  and  our  schools  put  upon  a sound  financial  basis." 

The  essential  points  of  the  free  sohool  idea  as  provided  for  by  the 
law  of  1625  have  been  summarized  by  W.  L*  Pillsbury  in  the  following  manner : 

" 1.  A sohool  system  based  upon  law. 

2.  A sohool  free  of  all  rates  or  oharges  for  all  ohildren  of  given  ages. 

3*  Defraying  all  the  expenses  of  such  sohools  except  so  far'  as  paid  by  the 
income  of  sohool  funds,  by  a general  tax  upon  all  classes  of  property  and  all 

( K ) 

persons  w ' 

The  benefits  to  be  derived  from  the  law  were  seen  by  one  optimistic 
individual  to  be  three. 

(1)  Willard,  S., Early  Education  in  Illinois,  111. Soh. Rep. 1S&3-4, p.CX. 

(2)  Dexter,E.O.,  History  of  Education  in  TJ.S.  pp.  (09-110 
(3  ) Edwardsville  Speot.,  June  23,lS'26. 

(4)  Pillsbury,  W.L.,  Early  Education  in  Illinois,  State  Supt . Rep.lS£5-6,p.CVIi; 

(5)  Pillsbury,  W.L., Early  Eduo.  in  111., State  Supt.  Rep . ,1885-6,  p.CVII. 


5 


1. "We  could  offer  better  inducements  to  competent  teachers,  who  might  there- 
by be  induced  to  devote  their  talents  and  time  to  the  arduous  task. 

2.  Schools  established  under  the  provisions  of  the  law  would  be  subjeot  to 
the  inspection  of  a body  of  men  seleoted  by  the  people  of  each  distriot  whose 
duty  it  would  be  to  watch  over  both  pupils  and  teacher,  and  know  the  progress  of 
the  school  in  learning. 

3.  They  would  be  permanent  and  liable  to  fewer  and  shorter  vacations."’1^ 

Few  sonools  were  aotually  established  in  accordance  with  the  law  of 
1S25,  and  the  law  was  never  rigidly  enforoed  during  the  short  period  of  its 
existence.  Its  repeal  was  in  harmony  with  the  general  sentiment  and  attitude  of 
the  people  toward  a system  of  tax-supported  schools. 

In  1S36,  Mr.  Ninian  Edwards,  as  the  head  of  a committee  to  investigate 
and  report  the  features  of  the  oommon  school  system  then  obtaining,  and  to  sug- 
gest further  legislation  wherever  the  committee  found  it  necessary,  made  the 
following 


"Report 

The  common  school  systems  which  have  teen  established  by  law  in 
various  parts  of  the  United  States,  may  be  divided  into  two  classes,  the  com- 
pulsory system  and  the  voluntary  system. 

Under  the  former  system  the  oountry  is  marked  off  into  School  Districts, 
trustees,  clerks,  treasurers,  assessors,  collectors,  etc.,  etc.,  appointed  and 
mouies  raised  by  tax  for  the  erection  of  school  houses  and  the  support  of 
schools . 


Whatever  may  be  the  operation  of  such  a system  in  old  and  densely 
populated  states,  your  committee  are  of  opinion  that  it  is  not  well  calculated 
for  the  present  oondition  of  things  in  this  state. 

( 1 ) Sdwardsvil le  8peot.,Sept.  10,1823. 


6 


The  plan  of  school  districts  is  believed  to  be  liable  to  the  following 
object  ions : 

1.  The  country  being  but  thinly  settled  the  districts  when  first  laid 
out  must  necessarily  be  large,  in  order  to  oomprise  a sufficient  number  of 
families  to  support  a sohool . Yet  the  persons  residing  at  the  greatest  dis- 
tance from  the  sohool  house  are  taxed  as  much  for  its  erection  as  those  who  live 
near  it.  As  the  population  increases  it  becomes  necessary  to  subdivide  the  dis- 
tricts and  to  erect  additional  school  houses:-  when  many  persons  who  were  taxed 
for  the  ereotion  of  the  school  house  first  built,  are  now  again  taxed  for  the 
erection  of  another. 

2.  A person  may  reside  within  a convenient  distanoe  of  a school  con- 
ducted by  a teaoher  in  whom  he  has  entire  confidence,  and  at  the  same  time  he 
may  live  in  another  district,  whose  teaoher  he  considers  destitute  of  the 
necessary  qualifications.  In  such  cases  he  is  taxed  to  support  a teacher  in 
whom  he  has  no  confidence,  and  debarred  the  privilege  of  sending  his  children  to 
the  teacher  of  his  ohoioe. 

3»  It  is  impossible  to  divide  a county  into  districts,  in  such  a way 
as  to  avoid  oreating  much  dissatisfaction.  If  the  people  were  authorized  to 
lay  off  districts  for  themselves,  many  families  would  find  themselves  left  be- 
tween two  districts  and  belonging  to  neither.  If  the  task  were  committed  to 
the  oounty  commis si oners  court,  that  body  would  necessarily  have  to  aot  from  the 
representations  of  other  persons;  and  whether  the  districts  were  judioiously 
laid  off  or  not,  the  court  would  be  continually  besieged  with  applications  to 
alter  the  boundaries. 

The  compulsory  system  is  also  objectionable  on  aocount  of  the  great 
number  of  officers  required  to  carry  it  into  operation,  and  the  onerous  duties 
required  of  them.  If  these  officers  officers  sire  all  paid  for  their  services, 
it  will  take  a considerable  portion  of  the  sohool  tax  to  p iy  them.  If  they  are 


' 


, 


. 


« 


..  ' 

- 


7 


not  paid  but  are  compelled,  under  heavy  penalties,  to  accept  office  and  perform 
its  duties,  it  will  manifestly  be  a violation  of  their  individual  rights.  The 
lav;  of  1625  imposed  penalties  of  from  five  to  ten  dollars  on  school  district 
officers  for  refusal  to  accept  and  perform  the  duties  of  their  several  stations. 

The  compulsory  system  is  unsuited  to  the  genius,  habits  and  feelings 
of  the  people  of  Illinois.  This  assertion  is  founded  not  upon  conjecture  but 
upon  experience.  The  act  of  the  16th  of  January  1625 , authorised  the  majority 
in  any  settlement  Sr  neighborhood  to  establish  this  system  within  their  own 
limits.  Two  per  cent  of  the  State  Revenue  and  five-sixths  of  the  interest  of 
the  school  fund  were  promised  to  be  divided  among  suoh  schools  as  should  be 
kept  in  oonformity  with  the  provisions  of  this  aot . Very  few  sohools  were 
established  in  the  manner  required,  and  they  never  received  the  promised  reward. 
Impelled  by  the  public  voioe,  the  next  3uooeeding  legislature  virtually  repealed 
the  aot. 

The  voluntary  system  is  founded  on  the  principle  that  the  people 
generally  understand  their  own  interests,  and  are  willing  to  pu. sue  them  - that 
they  are  more  easily  led  than  driven;  that  large  sums  may  be  obtained  for  pub- 
lic objects  by  an  appeal  to  the  liberality  of  individuals  more  easily  than 
small  pittances  can  be  raised  by  compulsory  means.  This  system  recognises  the 
right  of  people  to  send  their  children  to  such  sohools  as  they  prefer,  untram- 
meled by  school  district  boundaries.  In  order  to  obtain  a share  of  the  state 

and  township  funds  nothing  is  required  except  the  keeping  of  a schedule  by  a 
teacher  which  is  submitted  to  the  inspection  of  trustees  chosen  by  his  employ- 
ers, and  then  returned  to  the  school  commissioner.  The  teacher  may  be  employed 
by  a oommittee  of  the  citizens  at  a specified  compensation  per  month;  or  make 
his  oontraot  with  his  several  parents  or  guardians  of  his  pupils  at  a given 
price  per  quarter  for  the  tuition  of  eaoh.  - He  may  oontraot  for  a given  sum  in 
addition  to  his  share  of  the  monies  derived  from  the  sohool  funds;  or  he  may 


» 


' * 


. 


■ 


■ 


. 


s 


transfer  his  share  of  said  monies  to  his  employers,  and  receive  from  them,  at 
the  close  of  each  quarter,  his  stipulated  wages. 

This  system  is  now  in  operation  in  this  state.  Its  excellence  is 
founded  on  its  simplicity.  No  complex  machinery  is  created;  no  difficult 
conditions  required  of  the  people.  In  infringes  no  man’s  rights;  it  restrains 
no  one's  liberty.  It  operates  as  an  encouragement  to  learning,  by  induoing 
parents  to  send  their  children  to  school  ae  much  as  possible,  in  order  to  enjoy 
their  proportion  of  the  benefits  of  the  sohool  funds.  It  is  believed  that  this 
system  has  received  the  approbation  of  the  great  body  of  the  people,  without 
whose  support  no  system,  however  ingeniously  devised,  can  be  successful."  ' 

Upon  private  initiative,  then,  during  the  major  part  of  the  period, 
depended  the  organisation  of  schools  and  in  fact  most  of  the  provision  for 
educational  matters.  As  suggested  in  the  report,  however,  private  initiative 
in  some  instances  gave  way  to  cooperative  community  enterprises  and  the  formation 
of  city  school  corporations  by  which  school  systems  were  established.  Private 
individual  and  private  group  agencies  may  then  be  said  to  have  been  largely  in- 
strumental throughout  the  period  In  the  establ ishment  and  maintenance  of  schools. 

Certain  evils  attended  the  schools  maintained  by  private  initiative 
which  were  overcome  or  in  part  eradicated  by  private  group  organization.  Several 
evils  are  enumerated  in  connection  with  the  advooation  of  the  Jacksonville 
Common  School  Sooiety  formed  by  the  citizens  of  Jacksonville,  111. 

A critio  says:  "There  are  two  evils  attending  our  present  mode  of  con- 
ducting schools.  The  first  is  that  the  teaoher,  having  to  make  up  his  own  school 
and  colleot  the  tuition  money,  loses  a great  deal  of  time  in  oollecting  and  a 
great  deal  of  money.  There  are  many  persons  who  are  not  able  and  some  who  are 
not  willing  to  pay,  and  a school  master  being  generally  poor  and  dependent  on  the 
pupils  for  his  support,  will  rather  lose  his  just  dues  than  make  enemies  by  en- 


(1)  111. State  Reg. , Deo .24,1836 


\ 


V • 


' 


. 


9 


foroing  rigid  payment . Of  the  amount  promised  he  seldom  realises  one  half 
and  even  this  is  oolleoted  in  suoh  small  sums  and  with  so  much  labor,  as  to  be 
of  little  benefit. 

The  second  objection  is  that  the  school  master  being  responsible  to 
every  individual  who  sends  a child  to  his  school,  is  continually  subject  to  the 
caprices  of  those  who  employ  him.  In  a new  country  like  ours,  it  requires  the 
united  support  of  a whole  neighborhood  to  keep  up  a school,  and  the  teacher  must 
therefore  keep  fair  weather  with  all.  To  do  this  he  must  make  many  sacrifices 
of  feeling  and  duty,  and  must  grant  indulgences  and  liberties  both  to  parents 
and  children  which  are  inconsistent  with  a proper  regard  to  discipline. 

The  remedy  for  these  evils  is  easy.  The  teacher  should  be  rendered 
independent  of  individuals,  and  responsible  only  to  the  whole  body  of  his  em- 
ployers collectively,  and  they  in  turn  should  be  jointly  bound  for  his  remunera- 
tion. This  is  done  by  appointing  trustees  to  employ  and  pay  a teacher.  The 
funds  may  be  raised  either  by  a general  subscription  or  by  requiring  from 
each  individual  who  sends  scholars,  hi6  proportional  amount  of  tuition  money, 
or  by  uniting  both  these  plans.  It  is  immaterial  what  mode  is  adopted  for 
raising  the  money,  so  that  a sufficient  sum  be  secured  to  the  teacher,  and  that 
sum  be  oolleoted  by  trustees.  The  teacher  has  then  a fixed  salary,  and  can  de- 
vote his  whole  mind  to  the  important  duties  of  his  calling 

The  plan  can  never  supersede  the  necessity  of  a public  system  of  com- 
mon schools  unaer  the  direction  of  the  state;  but  it  is  the  best  subst itute,and 
should  therefore  be  adopted  until  the  latter  oan  be  brought  into  efficient 
operation.  It  will  not  only  be  valuable  in  itself,  but  will  be  found  to  be  an 
able  auxiliary  to  any  system  which  the  state  may  adopt."  ' 

(1)  111.  Intelligencer,  Deo.  5,  l£29» 


10 


A study  of  the  elementary  and  secondary  institutions  established 
throughout  the  period  reveals  the  fact  that  the  dominant  types  of  institution 
are  those  established  either  by  private  individual  initiative,  or  by  group  co- 
operation in  some  communities  or  in  some  religious  denominations . In  few 
cases  were  the  schools  actually  public,  that  is  free  of  tuition  charges  or 
rate-bills  to  any  pupils  whose  parents  did  not  subscribe  to  or  pay  a tax  for 
the  support  of  the  school,  before  1855,  and  until  that  date  the  private  school 
loses  few  of  its  adherents. 

In  conclusion, the  early  settlers, although  contending  with  the  dif- 
ficulties of  settling  the  new  state,  attempted  to  make  provision  for  schools 
and  advooated  a system  supported  by  publio  taxation.  In  1825  the  legislature 
enacted  a law  which  provided  such  a system  for  this  state.  In  1&27  and 
again  in  ltf29  this  law  was  so  altered  as  to  destroy  the  free  sohool  system 
features  it  contained.  And  since  no  further  legislation  reinstating  these 
features  was  enaoced  until  1855,  the  typical  schools  of  the  period  are 
private  or  g.oup  community  supported  schools,  the  majority  of  which  can  not 
be  oalled  free  or  public. 


11 


Chapter  II 

Educational  Opinion  or  the  Period. 

The  benefits  to  he  derived  from  education  which  were  to  accrue  both 
to  the  individual  and  to  the  state  have  been  expressed  with  indefatigable  con- 
fidence by  numerous  writers  throughout  the  period.  Several  of  these,  typical 
of  kindred  expressions,  are  given. 

"An  education  is  a young  man's  capital;  for  a well  informed,  in- 
telligent mind  has  the  best  assurance  of  future  competency  and  happiness.  A 

father's  best  gift  to  his  child,  then,  is  a good  education If  you  leave 

them  with  a cultivated  heart,  affections  trained  to  objects  of  love  and  excellence, 
a mind  vigorous  and  enlarged,  finding  happiness  pure  and  elevated  in  the  pursuits 
of  knowledge,  you  effeot  an  insurance  on  their  after  happiness  and  usefulness. 
Unless  you  bring  up  the  young  mail's  mind  in  this  way,  you  cannot,  with  any  justice, 
claim  for  its  possessor  inaependence 1 Your  children  must  be  virtuous,  or  they 
will  not  desire  it.  They  must  oe  intelligent  associates,  as  they  must  have  habits 
of  industry  and  sobriety  to  make  the  company  of  the  industrious  and  sober  agreeable 

It  is  in  your  power  to  bestow  this  virtue,  this  intelligence,  and 
these  golden  habits.......  Spare  not  expense  on  your  school,  and  put  into  their 

hands  everything  that  may  encourage  or  assist  them  in  their  mental  or  moral 
improvement ^ ^ 

One  writer  asks  "Who  was  Mr.  Wirt?  A poor  boy  of  the  village  of 
Bladensbury.  Who  is_  Mr.  Wirt?  Attorney  General  of  the  United  States........ 

Who  was  James  Monroe?  The  son  of  a bricklayer  of  Cambridge  in  Dorset 9 
Who  is  James  Monroe?  President  of  the  United  States,  placed  on  an  equality 

(1)  Alton  Tel.  and  Dem.  Rev.,  Oct.  19,1^49. 


Ba  ..... 


' 


12 


with  the  emperors  and  kings  of  the  whole  world.  Education  is  the  solid  granite 
pedestal  of  their  fame  supporting  a shaft  of  the  most  towering  altitude,  whose 
Corinthian  capital  is  high  above  the  clouds.  How  emphatically  has  wisdom, 
founded  by  education,  and  nurtured  by  intense  study  and  application,  proved 
herself  to  be  power  with  station  and  honors  and  wealth  following  in  her  train. 

Why  then  should  not  the  sons  of  bur  bricklayers  or  hatters  or  tailors  or 
cabinet  makers,  become  the  future  presidents,  and  legislators  and  law-givers 
of  the  United  States?  The  same  path  is  open  to  them;  true,  it  winds  up  the 
sides  of  a steep  and  rugged  mountain;  and  the  elevated  pinnacle  is  not  to  be 
gained  without  setting  out  aright,  with  the  earliest  and  best  discipline  of 
good  schools. ...... 1 ^ 

And  another  individual  remairKs  that  “There  is  no  injustice  in  requiting 

that  those  who  are  exempt  from  the  obligation  of  supporting  children,  should  pay 

something  towards  the  education  of  them.  Away,  then,  with  this  senseless  clamor 

at  a measure  intended  and  calculated  to  exalt  the  character  of  the  state,  to 

( o ) 

promote  the  happiness  and  preserve  the  liberties  of  its  citizens."^  ‘ 

The  preservation  of  democracy  was  asserted  to  be  dependent  upon 
educational  provisions.  An  extract  from  the  message  of  the  Governor  of  the 
State  in  1£44  states:  “The  subject  of  common  school  education  must  necessarily 
attraot  your  attention.  It  is  one  of  the  utmost  importance  to  the  well-being 
of  the  people,  the  due  provision  of  which  is  essential  to  the  perpetuity  of  en- 
lightened Republicanism,  and  absolutely  necessary  to  a proper  and  just  adminis- 
tration of  our  democratic  institutions."^^  And  one  individual  enthusiastically 
exclaims  that  the  bill  for  the  admission  of  the  Illinois  Territory  into  the 
Union  “also  secures  to  us  that  which  is  more  precious  and  lasting  to  our  rising 


( 1 ) Edwardfiville  Spect.,  Oct.  24,1&20. 
( 2 ) Edwardsville  Speot.,June  23,1S26. 
(3)  Alton  Telegraph,  Dec.  5,1#44. 


» 


13 


generation  than  gold.  Generations  yet  unborn,  will  have  reasons  to  proclaim 

the  wisdom  of  a magnanimous  Congress, who  have  so  amply  secured  to  them  a lasting 

fund  for  the  support  of  seminaries  of  learning,-  whioh  at  once  rears  up  an 

eternal  barrier  between  us  and  monarchy;  thereby  enabling  us  to  form  a link 

(1) 

in  the  grand  federal  ohain  which  binds  the  union  together." 

The  same  theme  is  contained  in  another  article  whose  author  states, 

"If  our  union  is  still  to  continue  to  cheer  the  hopes  and  animate  the  efforts 
of  the  oppressed  of  every  nation;  if  our  fields  are  to  be  untrod  by  the  hire- 
lings of  despotism;  if  long  days  of  blessedness  are  to  attend  our  country  in 
her  career  of  glory;  if  you  would  have  the  sun  continue  to  shed  its  unclouded 
rays  upon  the  face  of  freemen,  educate  all  the  children  in  the  land.  This 
alone  startles  the  tyrant  in  his  dreams  of  power  and  rouses  the  energies  of  an 
oppressed  people.  It  was  intelligence  that  reared  the  majestic  oolumns  of  our 

f o ■) 

national  glory;  and  this  alone  can  prevent  them  from  crumbling  into  ashes. 

The  preservation  of  the  state  through  education  is  the  keynote  of  an- 
other article.  "Place  a good  education  within  the  reach  of  our  increasing 
population  throughout  the  union,  especially  in  the  west,  ana  ere  long,  with 
an  intelligent  community,  she  will  control  the  destinies  of  our  common  country, 
keep  inviolable  the  bonds  of  our  Union,  stand  to  the  helm  of  our  noble  ship  of 
state,  and  guide  her  safely  through  the  sand  bars,  snags  and  projecting  rooks 
that  threaten  her  steady  course.  And  after  she  is  anchored  in  the  haven  of 
safety,  the  same  benign  influence  will  foster  and  perpetuate  forever  our  free 
institutions  - our  pride,  boast  and  glory  - and  the  surprise,  envy  and  admiration 
of  the  civilized  world. ^ 

A general  summary  of  the  benefits  of  eduoation  is  well  presented  in 
another  article  which  has  special  significance  beoause  of  its  authorship. 

(1)  Western  Intell igenoer,  May  30, ISIS* 

(2)  Illinois  Daily  Journal,  Feb.  9, l£49» 

(3)  Alton  Telegraph  and  Democratic  Review,  March  23,1£H9 


' 


14 


The  Sangamo  Journal  of  March  15,1852,  has  a " oozimuni c at  ion" 
signed  "A.  Lincoln" , dated  New  Salem,  March  9,lS}2f  addressed  "To  the  People 

of  Sangamo  County".  Lincoln  says:  "Upon  the  subject  of  education,  not 

presuming  to  diotate  any  plan  or  system  respecting  it , I can  only  say  that  I 
view  it  as  the  most  important  subject  which  we  as  a people  can  be  engaged  in. 

That  every  man  may  receive  at  least  a moderate  education,  and  thereby  b6  enabled 
to  read  the  histories  of  his  own  and  other  countries,  by  which  he  may  duly  ap- 
preciate the  value  of  our  free  institutions,  appears  to  be  an  object  of  vital 
importance,  even  on  this  account  alone,  to  say  nothing  of  the  advantages  and 
satisfaction  to  be  derived  from  all  being  able  to  read  the  scriptures  ana  other 
works,  both  of  a religious  ana  moral  nature,  for  themselves.  For  my  part,  I 
desire  to  see  the  time  when  education  and  by  its  means  morality,  sobriety,  enter- 
prise and  industry,  shall  become  much  more  general  than  at  present,  and  should 
be  gratified  to  have  it  in  my  power  to  contribute  something  to  the  advancement 
of  any  measures  which  might  have  a tendency  to  accelerate  the  happy  period.""'' 

A survey  of  the  elementary  and  secondary  institutions  will  disclose 
what  attempts,  if  any,  were  made  through  oourses  of  study,  methods  of  teaching 
and  general  character  of  the  schools,  to  realize  these  values  and  to  obtain 
these  benefits.  A detailed  study  of  certain  features  of  the  secondary  and 
elementary  institutions  will  be  presented  in  the  following  chapters. 


(1)  Pillsbury,W.L. , Early  Education  in  Illinois,  State  Supt  .Hep . 1885-6,  p.CIX 


■ 


15 


Chapter  III 

The  Elementary  Schools. 

In  a previous  chapter  it  was  stated  that  schools  were  oommonly  estab- 
lished either  by  individual  initiative  or  group  cooperation.  The  elementary 
schools  in  Illinois  in  the  period  1S18-1660  are  the  outgrowth  of  both  praotioes. 

The  schools  resulting  from  the  efforts  of  group  cooperation,  however,  are  con- 
fined with  few  exceptions  to  the  latter  half  of  the  period;  and  throughout  the 
period  the  position  maintained  by  the  private  elementary  day  school  remains  a 
prominent  one . 

Several  reasons,  at  least,  contributing  to  the  popularity  of  the  private 
elementary  schools  were  mentioned  in  l£r.  Edward's  eritioism  of  a compulsory 
school  system.  The  first  of  these  was  that  freedom  was  allowed  in  the  choice 
of  a teacher,  and  the  seoond  that  no  large  corps  of  officials  was  needed  to 
operate  the  schools*  Freedom  from  general  taxation  for  the  support  of  schools 
and  the  relative  cheapness  of  private  school  education  were  also  factors  contribut- 
ing largely  to  the  popularity  of  the  privately  maintained  institutions. 

For  the  establishment  and  conduot  of  many  schools,  the  responsibility 
was  assumed  by  individual  teachers,  and  the  amount  and  constancy  of  the  patronage 
they  gained  were  determined  largely  by  their  own  efforts  in  making  their  schools 
popular . 

One  teacher  in  "getting  up"  his  school,  states  in  his  advertisement: 

"A  Good  Education 

' Is  immensely  valuable  in  any  situation  of  life. 

From  real  necessity  and  the  solicitations  of  friends,  the  subscriber 
is  induoed  to  take  a school  in  this  town  for  the  ensuing  winter,  to  ooiunence 


' 


; 


16 


next  month,  and  would  be  grateful  to  the  citizens  of  the  town  and  its  vicinity 

i 


Eldridge, 


for  a share  of  their  patronage. 

1ft*  Carmel,  0ct.24th>  }S34,»"^^ 

The  temporary  and  intermittent  character  of  some  of  the  schools  is 
suggested  in  the  advertisement  of  another  establishment. 

"School . 

In  order  to  be  employed  for  the  summer,  I would  take  charge  of  a 
school  at  my  residence  (or  some  other  eligible  situation)  for  four  months  and 
a half,  to  commence  about  the  15th  or  20th  inst.  Terms,  four  dollars  per 
quarter,  in  state  paper.  Parents  or  guardians,  desirous  of  employing  me, 
will  please  hand  in  their  names,  and  the  number  of  scholars  for  which  they  wish 
to  subscribe,  as  soon  as  is  convenient  in  order  that  I may  know  whether  suf- 
ficient encouragement  will  be  given. 


Tho's  Lippinoott. 

( 2 ) 

Edwardsville,  5th  June,  1822. " 

A more  permanent  school,  and  one  undoubtedly  more  typical  of  the 
better  class  of  elementary  schools,  is  indicated  in  the  following  notice: 

"James  S. Cheek  returns  his  sincere  thanks  for  the  liberal  patronage 
that  he  has  experienced  in  the  line  of  his  profession.  He  informs  his  friends 
and  patrons  that  he  will  continue  his  school  for  the  instruction  of  youth  in 
the  different  departments  of  English  literature.  His  prioe  for  tuition  will 
be  $5  per  quarter.  He  will  extend  the  sphere  of  instruction  so  as  to  include 
the  following  sciences,  viz: 

Orthography,  Reading,  Writing,  Aritnmetic,  English  Grammar,  Geography, 
History,  Rhetoric,  Composition  and  Mathematics.  He  flatters  himself  that  from 
his  strict  attention  to  his  business,  and  from  the  moral  and  literary  improve- 
ment of  his  pupils  to  receive  a liberal  patronage  of  a generous  and  enlightened 

(1)  Mount  Carmel  Sentinel,  Nov.  IS, 1834. 

(2)  Edwardsville  Spect.,June  8,1822. 


17 


publio. 

Harrisonvills,  September  2S."^  ^ 

Circuit  or  itinerant  schools  were  conducted  in  coumunities  too  poor 
or  too  sparsely  settled  to  support  a permanent  school.  These  schools  have  been 
variously  described.  One  report,  entitled  "Circuit  Schools",  says: 

"The  course  proposed  is  as  follows:  The  teacher  being  provided  with 
suitable  books  and  lessons  on  cards,  are  to  take  two,  three  or  more  schools  in 
different  neighborhoods,  visit  each  once,  twice,  three  or  more  times  in  a week, 
hear'  the  scholars  recite  their  lessons,  lecture  and  explain  the  subjects,  and 
thus  enable  those  of  any  age  who  are  disposed  to  learn,  to_  learn  to  teach  them- 
selves by  the  aid  given  them  by  their  teaohers.  It  is  stated  moreover,  that 

there  are  already  a number  of  settlements,  where  the  people  are  desirous  of 

( 2 ) 

having  the  circuit  system  put  in  immediate  operation." 

One  writer  gives  further  details  of  the  itinerant  plan,  and  states 

the  benefits  of  such  schools.  He  says: 

"The  plan  was  for  the  teacher  to  spend  from  8 o'clock  A. It.  to  12  in 

the  school  in  one  district  and  then  go  the  next  district,  have  school  from  2 

o'clock  P.K.  to  4 and  the  next  morning  from  8 to  12,  returning  for  the  afternoon 

to  the  first  district,  thus  giving  each  school  a four  hour  session  each  day. 

Another  plan  was  for  the  teacher  when  the  schools  were  too  far  apart  for  him  to 

go  from  one  to  the  other  at  noon,  to  stay  two  or  three  days  at  one  school  and 

the  same  time  at  the  other.  And  sometimes  the  teacher  would  take  charge  of  three 

schools  in  this  way.  The  teaoher  was  expected  to  furnish  books,  etc.,  in  part . 

The  advantages  are  thus  stated  by  one  of  its  advocates; 

"First.  Two  neighborhoods  unable  to  support  a school  separately  can, 

by  uniting  with  each  other  enjoy  all  the  benefits  of  a common  country  school. 

Second.  One  teaoher  can  on  this  plan  accommodate  two  settlements  at 

(1)  Illinois  Intelligencer,  Sept.  29*1S19» 

Annals  of  Education, 1^34, Vol .IV, p.243 . 


is 


the  same  time;  and  this  is  no  small  advantage  when  good  teachers  are  so  'few 
and  far  between'. 

Third.  3y  reduoing  the  cost  of  tuition  nearly  one-half,  poor  people 
who  have  large  families  can  give  them  such  an  education  as  will  fit  them  for 
occupying  a respectable  station  in  society. 

Fourth.  Those  whose  ohildren  are  large  enough  to  be  of  service  to 
them  either  on  the  farm  or  in  the  house,  can,  on  this  plan,  have  them  at  home 
nearly  half  the  time,  employed  in  useful  occupations  and  acquiring  steady  and 
industrious  habits,  without  which  the  health  of  the  body  as  well  as  the  health 
of  the  mind  is  destroyed. 

And  it  is  reported  that  both  parents  and  teachers  agreed  that  on  this 
plan  the  ohildren  made  as  great  or  even  greater  proficiency  in  the  same  time 
than  on  the  plan  of  all  day  schools.”''  1 4 Circuit  schools  were  gradually  dis- 
carded as  the  population  increased,  and  teachers  and  pupils  became  more  numerous. 

The  Alton  City  school  plan  is  an  example  of  the  schools  established  by 
group  cooperation,  in  which  the  teacher  was  chosen  by  a body  of  trustees.  A 
notioe  of  the  Alton  plan  is  as  follows: 

"Notice  is  hereby  given  that  an  elementary  school  will  be  opened  on 

Monday,  the  first  day  of  September  next  at  the  new  brick  school  house  lately 

erected  by  the  city,  under  the  oare  of  Mr.  L .8  .Williams . The  council  having 

permanently  established  the  school  for  the  benefit  of  the  ohildren  and  youth  of 

the  city,  and  engaged  a competent  teacher,  have  put  the  tuition  at  a very  low 

rate,  with  the  hope  that  parents  and  guardians  will  facilitate  the  objects  and 

wishes  of  the  Sohool  Committee.  On  the  payment  of  $1.25  in  advance  to  the 

city  Treasurer,  any  child  may  be  admitted  to  the  privileges  of  the  sohool  for 

one  quarter.  The  following  persons  from  eaoh  ward  compose  the  sohool  committee, 

to  whom  application  may  be  made  by  persons  wishing  to  avail  themselves  of  the 

( 2 ) 

advantages  oontemplated  by  the  establishment  of  this  sohool.”' 

(1)  Pillsbury,  W.L., Early  Eduoation  in  Illinois.  State  Supt.  Rep.lS#5~&,P*CXIV. 

( 2 ) Alton  Telegraph,  Aug.  23,lffl+5« ___ „ 


19 


Schools  of  this  character  were  recognized  to  be  deoidedly  superior 
to  the  transient  and  poorly  conducted  schools  established  in  haphazard  fashion 
through  the  private  enterprise  of  a teacher.  Our  critio  denounces  the  moae 
of  conducting  schools  in  Springfield  in  1549.  He  says: 

"The  present  inode  of  sustaining  schools  in  this  city  is  attended  by 
many  and  serious  inconveniences . If  any  one  wishes  to  open  a school,  he  or 
she  engages  a few  soholars  or  advertises  or  both,  and  receives  pupils  of  all 
ages  and  grades  of  scholarship,  which  the  parent  may  be  disposed  to  send,  or 

in  some  cases  more  properly,  if  the  children  may  choose  to  go To  add  to 

the  oonfusion  and  irregularity  of  instruction,  which  is  consequent  on  the 
frequent  setting  up  and  termination  of  different  and  independent  schools,  the 
frequent  transfer  of  soholars  from  one  school  to  another,  when  both  are  in 

successful  operation,  .makes  this  confusion  worse  confounded. It  is  true 

that  many  parents  pursue  a wiser  course  and  zealously  cooperate  with  the  teacher 
in  every  judicious  measure,  and  expect  to  see  the  desired  results  only  in  the 
continuance  of  uniform  procedure.  Yet  practices  similar  to  those  above  described 
are  .known  to  be  elements  of  disorganizing  influence  in  our  schools.”^ ^ 

Courses  of  study  offered  in  the  elementary  schools  were  two:  "the 
common  En0lish  branches"  and  the  "higher  English  branches",  the  subjects  of 
study  of  the  latter  oourse  being  often  identical  with  those  of  the  former,  but 
of  a more  advanoed  character.  The  term  primary  was  used  in  some  schools  to 
designate  a course  in  which  the  "common  English  branches"  were  offered.  Although 
many  advert  is ements  of  elementary  schools  state  the  oourses  to  be  pursued,  it  is 
doubted  that  in  actual  school  room  procedure,  any  sharp  differentiation  between 
courses  of  study  was  maintained.  Until  methods  of  gradation  and  classification 
were  introduced  tov/ard  the  dose  of  the  period,  few  attempts  were  made  at 
classifying  pupils  according  to  courses  pursued. 

(1)  Illinois  Daily  Journal,  April  27,1249* 


20 


The  range  of  subjects  taught  in  the  elementary  schools  was  not  broad* 

In  twenty-one  sohools  the  list  of  subjects  taught  is  as  follows: 

Orthography  (spelling),  reading,  writing,  arithmetic,  mathematics, 
English  grammar,  geography,  history,  rhetoric,  composition,  flowering,  painting, 
and  embroidery,  plain  and  ornamental  needlework.  Not  all  of  the  institutions 
offered  all  of  the  subjects  here  enumerated.  The  subjects  most  frequently 
taught  were  spelling,  reading,  writing  and  arithmetic,  and  these  subjects  were 
pursued  by  the  greatest  number  of  pupils.  Furthermore,  many  teachers  were  unable 
to  give  instruction  except  in  the  most  rudimentary  subjects  because  of  lack  of 
knowledge  of  the  subjects  themselves. 

The  justification  of  certain  of  these  subjects  in  the  curriculum  has 

been  expressed  by  one  writer  on  education: "Arithmetic  and  other  mathematical 

studies  are  preeminently  fitted  to  give  power  and  precision  of  thought  to  the 
mind,  while  to  most  persons  they  are  of  very  little  direct  practical  use  beyond 
a few  of  the  elementary  rules.  But  the  teacher  w ho  should  advocate  the  neglect 
of  all  the  other  parts  of  mathematics  except  the  first  elements,  because  few 
will  need  to  apply  them  in  the  affairs  of  life,  would  show  himself  a mere  ig- 
noramus in  the  business  of  education.  The  truth  is,  this  branch  of  study  for 
its  influence  on  the  ability  of  the  mind,  needs  to  be  pursued  through  the  whole 
course  of  education.  And  it  will  be  found  true  that  a school  in  which  this 
forms  one  prominent  study  of  all  the  pupils,  will  learn  much  more  in  other 
branches  at  the  same  time,  than  one  in  which  this  branch  is  neglected.  Geography, 
on  the  other  hand,  is  studied  chiefly  for  the  facts  it  contains;  and  the  mental 
influence  of  pursuing  it  is  for  the  most  part  in  strengthening  the  memory.  The 

faots  are  not  only  indispensable  in  laying  open  the  cdmmon  sources  of  knowledge 
on  all  subjects,  but  when  acquired  they  have  great  power  in  enlarging  the 


conceptions  of  the  mind  and  its  range  of  thought,  by  unfolding  what  the  world 


21 


contains . 

But  what  shall  we  say  of  that  other  prominent  branch  of  comon  educa- 
tion, English  grammar?  The  time  was,  as  many  now  in  the  meridian  of  life  can 
recollect,  when  it  was  not  considered  as  one  of  the  neoessary  or  important 
branches  of  those  in  the  common  pursuits  of  life.  But  from  cause,  it  has 

now  oome  to  be  desired  by  nearly  all For  what  then  is  grammar  studied? 

it  will  be  asked.  Not  surely,  or  at  least  not  mainly,  for  the  immediate  in- 
fluence that  a smattering  of  it  will  have  in  correcting  bad  habits  of  speech.... 
A competent  knowledge  of  grammar  ...  will  enable  one  to  know  when  language  .is 

correotly  used But  the  chief  value  of  grammatical  studies  does  not  lie 

here But  if  so  studied  as  to  attain  a real  knowledge  of  the  scienoe, 

if  the  different  olasses  of  words  and  their  relations  to  each  other  be  well 
understood,  and  if  by  the  aid  of  this  knowledge  the  pupil  comes  to  understand 
correctly  the  vast  variety  of  expression,  by  which  the  innumerable  shades 
and  degrees  and  aspeots  of  human  thought  and  feeling  are  made  known,  it  is 
scarcely  possible  to  over-estimate  the  importance  of  this  branch  of  study.  For 
the  pupil  oannot  acquaint  himself  with  these  expressions  without  becoming  ac- 
quainted with  the  thought  which  they  express. And  every  step  we  take  in 

this  science  and  in  the  departments  of  kindred  nature  that  are  based  upon  it, 
is  so  much  in  the  development  of  our  own  minds  after  the  model  of  wisdom  and 
experience  of  the  whole  Anglo-Saxon  rioe."^1^ 

The  statement  was  made  in  oonnection  writh  the  discussion  of  courses 
of  study,  that  little  differentiation  oould  in  aotual  practice  be  effeoted  be- 
cause of  the  laok  of  gradation  and  classification  of  pupils.  Criticism  of  the 
laok  of  classification  and  gradation  of  pupils  inthe  schools  in  the  city  of 

(1)  Illinois  Daily  Journal,  Sept.  ll,lS4tf. 


22 


Springfield,  l£47>  and  suggestions  as  to  a remedy  for  oonditions  a re  set  forth 
by  one  individual.  He  says:  "Each  teacher  if  qualified  is  expected  and  almost 
compelled  to  give  instruction  in  any  or  all  the  different  branches  which  a child 
needs  to  learn.  And  as  each  of  the  branches  are  liable  to  be  pursued  by  pupils 
of  different  ages,  capacities,  attainments,  he  may  think  himself  fortunate  if 
the  number  of  his  classes  does  not  approach  very  near  to  the  number  of  his  schol- 
ars. Unless  he  does  as  many  do,  class  them  together  whether  fitted  to  be  so 
classed  or  not.  But  suppose  in  a sohool  of  thirty  pupils  there  are  twenty-five 
classes  under  one  teacher,  a case  not  unlikely  to  occur  in  a miscellaneous 
school,  where  scholars  are  not  unfitly  classed.  It  is  easy  to  see  that  the 
whole  six  hours  divided  among  these  classes  would  give  a little  less  than  fifteen 
minutes  to  each,  and  allow  no  time  for  recess,  general  exercises,  general  super- 
vision, or  particular  attention  to  individual  scholars.  And  when  the  time  in- 
dispensable for  these  purposes  is  deduoted,  the  teaoher  who  in  such  circumstances 
can  secure  ten  minutes  on  an  average  for  the  actual  recitation  and  instruction 
of  eaoh  class  has  done  we 11.  But  what  degree  of  interest  can  be  kept  up  in  a 
class,  or  what  amount  of  instruction  can  be  communicated  to  them,  if  but  ten 
minutes  a day  can  be  appropriated  for  this  purpose?"'1  ‘ 

Concerning  the  remedy  for  such  practices,  the  same  author  remarks: 

"Among  the  many  improvements  which  have  been  made  in  the  modes  of  con- 
ducting education  of  late  years,  there  is  perhaps  none  more  important  than  the 
strict  classification  and  gradation  of  the  sohools.  A rigid  system  of  this 
kind  has  been  generally  introduced  into  the  eastern  oities  and  large  towns,  and 
has  found  its  way  into  many  parts  of  the  west  where  the  subject  has  reoeived  suf- 
ficient attention  from  the  people.  In  this  respect  dense  settlements  have  great 
advantage  over  a sparse  population.  With  the  latter  it  often  requires  all  the 

(1)  Illinois  Daily  Journal,  April  27,l&4-9. 


23 


scholars  that  can  assemble  at  one  point,  of  whatever  age  or  attainments,  to  com- 
pose a sohool  sufficient  to  employ  one  teacher.  And  with  no  chance  for  a di- 
vision of  labor  by  allot ing  to  different  teachers,  different  departments  of  in- 
struction, he  is  obliged  to  teach  whatever  is  taught  in  the  place.  But  in  a 
town  of  the  size  of  Springfield  we  are  favored  with  the  opportunity  to  do  much 
better.  There  is  no  necessity  unless  the  people  will  it,  of  committing  more 
studies  or  olasses  to  one  teacher  than  can  be  fully  and  faithfully  taught,  in 
all  the  minute  details  of  instruction.  There  are  approved  and  long  tried 
methods  by  which  there  may  be  a complete  and  sufficient  division  of  labor  for 
this  purpose. 

To  illustrate  the  leading  principles  of  a plan  which  has  borne  the 
test  of  experience  in  many  places  for  more  than  twenty  years,  I will  make  the 
following  suppositions: 

Suppose  our  oity  to  be  divided  as  equally  as  may  be  in  regard  to  the 
population  in  four  districts,  and  in  each  of  these  let  there  be  established  with 
proper  buildings  and  furniture,  a primary  and  oommon  school,  with  suitable  pro- 
visions to  accommodate  all  the  children  of  the  district.  A primary  and  common 
school  may  be  in  the  same  building  if  thought  desirable  but  not  in  the  same  room. 

In  the  primary  school  let  nothing  be  taught  beyond  reading  and  spell- 
ing and  writing  on  a slate  and  the  most  simple  elements  of  arithmetic  and  geo- 
graphy. The  teacher  (whofor  thi3  department  should  be  a female)  confining  her 
time  to  this  small  variety  of  studies,  will  have  an  admirable  opportunity  to 
olassify  with  precision  and  to  give  each  class  all  needful  attention.  She  can 
also,  to  keep  up  the  interest  and  to  give  aotivity  to  the  minds  of  her  pupils, 
introduce  a great  variety  of  important  general  exeroises  and  such  as  cannot 
be  introduced  into  a miscellaneous  school. 

The  oommon  school  may  be  divided  into  male  and  female  departments,  both 


24 


conducted  on  the  same  principles  of  classification  and  pursuing  the  same 
studies.  Into  this  school  none  should  be  admitted  who  have  not  thoroughly- 
mastered  all  that  is  taught  in  the  primary  school.  And  the  whole  attention  of 
the  primary  school  should  be  oonfined  to  the  essential  requisites  of  a good 
common  education;  for  example,  geography,  arithmetic,  English  grammar,  read- 
ing, writing,  spelling  and  defining,  composition,  and  United  States  History. 

And  as  each  department  would  be  of  sufficient  size  for  two  or  three  teachers, 
there  would  be  an  ample  opportunity  for  faithful  instruction  in  all  those 
branohes ." ' * ‘ 

Such  a system  of  gradation  and  classification  was  not  actually 
adopted  by  the  city  until  after  1#55» 

The  length  of  the  school  year  in  the  elementary  schools  varied  with  - 
the  size  of  the  community  in  which  the  schools  were  located  and  with  the  type 
of  institution.  The  school  year  was  divided  into  quarters  or  terms  of  eleven 
or  twelve  weeks,  and  the  school  was  taught  for  one  or  more  quarters,  or  the 
school  year  consisted  of  two  terms  of  four  or  five  months  eaoh,  and  one  or 
two  terms  were  taught.  The  praotice  first  mentioned  was  far  the  more  common. 

It  may  be  observed  that  few  schools  or  school  systems  provided  in- 
struction gratis.  The  general  practice  was  for  the  teacher  or  school  trustees 
to  oharge  tuition  in  accordance  with  the  number  and  character  of  the  subjeots 
taught.  In  schools  organized  on  the  quarter  term  basis,  tuition  charges  were 
made  for  quarterly  periods,  payable  in  advance  and  in  times  of  financial  stress 
payable  in  produce  as  v/ell  as  in  ourrenoy. 

Tuition  charges  in  ten  typical  elementary  schools  and  the  dates  and 
places  at  which  the  oharges  were  made,  together  with  the  list  of  subjects  or 
oourses  of  study  offered  in  each  school  w'ere  as  follows  : 


(1)  Illinois  Daily  Journal,  April  2#,1#49* 


25 


Place 

Date 

Subjects  taught 

Charges 

Kaskaskia 

1519 

Orthography,  reading,  writing, 
arithmetic,  Eng. grammar,  geography 
history, rhetoric, compos  it  ion  and 
mathematics 

» 

15*00  a quarter. 

Shawneetown 

1521 

Reading,  writing,  arithmetic, 
English  grammar 

Flowering, painting  and  embroidery 

$4.00  a quarter. 
$7.00  a quarter; 

Vandal i a 

152  S 

Spelling,  reading,  writ ing, plain 
and  ornamental  needlework 

$2,50  a quarter. 

Vandal  i a 

1541 

Spelling,  arithmetic,  reading, 
Eng.gr  ammar  ,wr  i t r ag , g e ogr ; iphyr 

$3.00  a quarter. 

Alton 

1543 

English  branches 

Plain  and  ornamental  needlework 

$2.50  to  $3.00  a 
quarter . 

Alton 

1544 

Elementary  branches 
Grammar,  geography , history , 
arithmetic 

$2.00  a quarter. 
$3.00  a quarter. 

Alton 

1545 

$1.25  a quarter 
paid  to  oity. 

springf ield 

1549 

Spelling,  read ing, writ ing, 
geography, grammar',  arithmetic 
and  history 

$2.50  for  quarter 
term  of  12  weeks 

Springfield 

1549 

Common  English  branches 

•$2.50  a quarter. 

, Naperville 

15^2 

Pr  imary 

Higher  English  branches 
Common  English  branches 
Painting 

$1.50  a quarter. 
3.00  " “ 

2.00  " " 

3.00  " ” 

26 


Little  provision  was  made  for  the  education  of  paupers.  In  the  one 
or  two  city  systems  in  which  education  was  supported  by  general  taxation,  pau- 
pers were  automatically  provided  for.  Legal  enactment  in  1534  made  each 
community  responsible  for  the  education  of  its  paupers,  but  such  enactment  was 
repealed  the  following  year-.  Section  III  of  the  school  law  of  Illinois  enacted 

1 534  provided  that  "said  trustees  shall  be  authorized,  and  it  shall  be 

their  duty  to  visit  the  school  from  time  to  time,  and  to  require  the  admission 
into  the  school  and  the  gratuitous  tuition  of  such  children  resiging  in  the 
vicinity  of  the  school  as  shall  be  presented  to  said  trustees  for  that  purpose, 
if  such  trustees  shall  believe  that  the  parents  or  guardians  of  such  children 
are  unable  to  pay  for  their  tuition.""1 2''' 

And  Section  IV  of  the  law  provides  that  the  teacher  shall  receive  his 

share  of  the  school  fund  from  the  school  commissioners  on  condition  that  

"said  teacher  has,  to  the  best  of  their  knowledge  and  belief  given  gratuitous 
instruction  in  his  said  school  to  all  such  orphans  and  children  of  indigent 

parents  residing  in  the  vicinity  as  had  been  presented  for  the  purpose  by  the 

(2  ) 

trustees  of  said  school."  The  law  of  1 535,  relating  to  these  sections  of 

the  same  act  repealed  the  clauses  providing  for  gratuitous  instruction  of  paupers 
One  praiseworthy  attempt  at  least  was  made  by  individual  enterprise 
to  establish  a school  for  ohildren  of  parents  too  poor  to  pay  the  regular  tui- 
tion fees.  The  -notice  of  this  school  states  that  "I  propose  to  open  a school 
for  children,  on  Monday,  March  1st,  in  the  room  east  of  E .G. Wright 's  offioe. 
Those  who  patronize  this  school  will  do  it  on  such  pecuniary  terms  as  their 
ability  will  permit , themselves  being  judges. 

(1)  School  law  of  Illinois,  Section  111,1534.  An  Aot  to  provide  for  the  appli- 
cation of  the  fund  arising  from  the  sale  of  school  lands,  belonging  to  the 
several  townships  in  this  state. 

(2)  Sohool  law  of  Illinois,  1534,  Section  IV. 


V 


■ 

■ 


27 


The  reason  of  this  perhaps  novel  proposal,  exists  in  the  fact,  that 
there  are,  in  this  village,  some  children  whose  parents  wish  them  to  be  at 
school,  but  in  consequences  of  sickness  or  misfortune,  are  unable  to  pay  the 
usual  rates  of  tuition.  It  is  desirable,  however,  for  the  encouragement  of 
the  teacher,  that  those  who  send  to  this  school  should  name  at  the  commencement 
of  the  term  the  amount  of  tuition  per  scholar,  they  would  feel  willing  and  able 
to  pay. 

Should  any  who  are  blessed  with  a sufficiency  of  this  world’s  goods, 
favor  my  plan,  their  patronage  is  respeotfully  solicited.  It  is  earnestly  de- 
sired that  the  patrons  of  the  school  will  cooperate  with  the  teacher  in  her 

endeavors  to  their  children's  punctuality,  submission  to  wholesome  school  regu- 

(1  ) 

lations,  a regard  for  truth  and  a desire  to  improve." 

That  this  school  did  noi;  entirely  solve  the  problem  is  proved  by  a 
communication,  signed  "Voter",  which  was  published  in  the  same  community  several 
months  later.  The  author  says,  "There  are  large  families  here  in  indigent  cir- 
cumstances that  find  it  very  hard  to  pay  their  school  bills  and  as  a consequence 
their  ohildren  are  sometimes  roving  our  streets  when  they  ought  to  be  in  school. 
As  it  is  now  the  poor  derive  no  assistance  from  the  rioh  in  the  education  of 

their  ohildren It  may  be  remarked,  that  the  wealthier  portion  of  our 

community  are  generally,  it  is  believed,  willing  to  be  taxed  for  carrying  out 
the  proposed  arrangement,  (securing  the  basement  of  an  Academy  being  erected 
for  the  housing  of  a district  school  ) so  that  there  now  seems  to  be  nothing 
wanting  to  secure  for  our  district  school  as  good  accommodat ions  as  are  provided 
for  any  other  district  in  the  county,  but  for  our  citizens  to  say  by  their  vote 
that  they  wish  such  accommodations." ^ 

(1)  DuPage  County  Observer,  Feb.  25#1&52. 

(2)  DuPage  County  Observer,  April  21,lS5l. 


- 


28 


The  advanced  thinkers  in  the  community  evidently  foresaw  that  the 
only  way  in  which  the  paupers  of  the  district  were  to  be  educated  was  not  by 
philanthropy  or  popular  subscription,  but  by  the  establishment  of  a system  of 
free,  tax-supported  schools. 

A separate  school  for  colored  children  was  one  of  the  educational  in- 
stitutions in  Springfield,  1&4#.  The  advertisement  of  this  school  follows: 

"A  Sohool  for  Colored  Children  has  been  established  in  Springfield; 
it  is  conducted  by  an  excellent  instructor  and  offers  great  advantages  for 
colored  children  in  obtaining  the  most  useful  branches  of  Education.  Colored 
children  in  towns  where  they  have  not  the  advantage  of  schools  can  find  places 
in  this  city  where  they  can  work  for  their  board  and  go  to  school  at  the  same 
time.  The  undersigned  will  pay  prompt  attention  to  such  applications ~ ^ 

The  number  of  pupils  admitted  to  an  elementary  school  was  seldom 
limited.  In  fact  a large  proportion  of  the  schools  had  difficulty  in  main- 
taining more  than  a handful  of  transient  scholars. 

The  Alton  city  school  with  an  enrolment  in  1549  of  over  a hundred 
pupils  is  a notable  exception.  Fifteen  or  twenty  scholars  may  be  considered 
the  more  frequent  number  of  scholars  instructed  in  one  school.  Furthermore, 
there  were  practically  no  entrance  requirements  tending  to  restrict  enrolment. 
Pupils  of  all  ages  and  of  both  sexes  were  welcomed  and  induced  by  advertisements 
examples  of  which  have  been  presented  in  this  discussion,  to  enter  the  sohools 
of  the  community. 


(1)  Illinois  Daily  Journal,  Aug.  l‘f,l£Ho 


29 


Chapter  IV 

The  Secondary  Schools. 

The  distinction  between  the  elementary  and  secondary  schools  is  often 
difficult  to  discern.  It  has  been  stated  that  there  was  little  differentiation 
among  oourses  of  study  within  the  elementary  schools;  there  was  also  no  very 
distinct  line  of  demarcation  between  instruction  of  elementary  and  secondary 
grades.  Hence,  it  is  often  difficult  to  separate  the  educational  institutions 
of  this  period  into  two  classes,  elementary  and  secondary.  Hot  until  1555#  do 
many  institutions  of  an  exclusively  secondary  character  appear.  For  the  purposes 
of  this  paper,  the  term  elementary  is  used  to  characterize  schools  in  which 
elementary  instruction  only  was  offered;  the  term  secondary  will  include  all 
institutions  giving  both  elementary  and  secondary  instruot ion,  as  well  as  those 
giving  work  of  secondary  grade  only. 

Of  97  institutions  offering  secondary  courses,  only  twelve  offered  no 
elementary  or  preparatory  courses, and  of  this  number,  five  institutions  were 
organized  after  l5p5«  Consequently,  a study  of  the  seoondary  institutions  in 
Illinois  will  coincide  in  some  points  with  the  survey  of  the  elementary  schools. 
To  isolate  the  two  types  of  instruction  completely  is  impossible  beoause  of  lack 
of  differentiation  between  the  two,  in  most  oases. 

Provision  for  higher  education  was  made  at  an  early  date. 

"The  first  legislature,  that  of  1519#  passed  two  remarkable 

charters;  one  to  incorporate  Madison  Academy  at  Edwardsville,  and  the  other  to 

incorporate  Washington  Academy  at  Carlyle In  the  olauses  respecting  the 

academies  it  is  provided  that  gratuitous  instruction  shall  be  given  to  children 


■ 


■ 


30 


of  the  poor;  that  no  disoriminat ion  in  the  ohoioe  of  trustees  or  professors, 
or  in  the  admission  of  pupils  shall  ever  be  made  on  account  of  religious  opinion 
or  profession;  and  that  as  soon  as  the  funds  of  the  institution  will  admit  of 
it,  the  incorporation  shall  establish  an  institution  for  the  education  of 
females.  The  same  legislature  incorporated  an  academy  at  Bellevi lie ~ ' 

The  increment  in  the  number  of  schools  providing  secondary  education 
in  the  period  1#1#-1#60,  from  decade  to  decade,  may  be  judged  somewhat  approxi- 
mately from  the  following  figures.  These  figures  indicate  the  number  of  second- 
ary schools  established  in  each  decade  of  the  period,  of  a total  of  97  institution 
which  were  studied  in  detail. 


1#1  #-l#l  9 

2 

1#20-1#29 

# 

1#30-1#39 

13 

1 #4-0-1  #49 

41 

1#50-1#59 

31  (includes  2 public  high 

total 

97  schools ) 

Of  these  97  institutions  the  nomenclature  is  as  follows: 


Aoademy  mentioned  27  times 

Seminary  " 23  " 

High  School  " 10  M 

Select  School  " 3 " 

Institute  " 3 " 

Public  and  city  school  " 5 11 

Classical  sohool  " 3 " 

College  (offering  secondary 

preparatory  courses  " 4 " 

School  (no  other  name 

designated)  " 19  11 


Judging  by  the  figures  given  above,  the  term"aoadam^  was  the  most 

popular  name  to  apply  to  the  secondary  institutions;  and  the  term  "seminary" 
was  applied  to  an  almost  equally  large  number  of  schools. 

The  advertisement  of  Belleville  Academy  in  1S25  is  illustrative  of 


(1)  Willard,  A.,  History  of  Early  Education  in  111.,  111. School  Report,  1##3- 
#4,  p CIX. 


31 


that  type  of  institution,  and  demonstrates  the  common  praotice  of  providing 
both  elementary  and  secondary  instruction  in  the  same  school. 

"3elleville  Academy. 

This  academy  will  be  open  for  the  reception  of  scholars  on  the  first 
Monday  of  March  next,  under  the  care  of  John  H.  Dumis,  Esq.,  a very  amiable 
and  highly  respectable  gentleman,  of  competent  acquirements  and  qualifications 
for  teaching. 

The  price  of  tuition  will  be  for  reading,  writing  and  arithmetic, 

$2  per  quarter;  for  English  grammar,  mathematics,  geography  and  the  use  of 
globes,  $3.00;  for  the  Latin  and  Greek  languages,  logic,  rhetoric,  moral 
philosophy  and  history,  $4  per  quarter. 

Elegant  globes,  and  a complete  set  of  maps  are  already  provided.  As 
soon  as  the  number  of  scholars  will  justify  it,  additional  teachers  will  be  em- 
ployed. It  is  expected  that  a teacher  of  the  Frenoh  language  will  be  engaged 
before  the  expiration  of  the  present  year.  Boarding  in  the  best  houses  in  town 
may  be  had  at  $30  per  annum.  In  the  country,  very  convenient  to  town,  it  is 

(1) 

presumed  boarding  may  be  had  considerably  lov/er.  Belleville,  Jan. 21st  ,l£25 

More  than  fifty  different  subjects  of  secondary  grade  were  taught  in 
97  secondary  institutions.  The  list  of  the  subjects  is  as  follows: 

I.  Mathematioe. 

Algebra,  geometry,  trigonometry,  superficies  and  solids,  surveying, 

commission. 

II.  Languages. 

Latin,  Greek,  Hebrew,  French,  Spanish, German,  Italian. 

III.  Sciences. 


(1)  Edwardsville  Spectator,  Feb.  1,1&25* 


: 


32 


Universal  and  ancient  geography.  Natural  philosophy,  astronomy, 
chemistry,  botany,  mineralogy,  agricultural  chemistry,  medicine  arid  surgery. 

IV.  Philosophy. 

Logic,  mental  and  moral  philosophy,  criticism. 

V.  Theology. 

Bible,  sacred  history. 

VI.  History. 

American  history,  sacred  history,  modern  history,  universal 
history,  ancient  and  modern  chronology. 

VII.  Mythology. 

VIII.  English. 

Rhetoric,  elocution,  poetry,  composition,  grammar. 

IX.  Political  economy  and  law. 

X.  Vocational. 

Navigation,  civil  engineering. 

XI.  Commercial. 

Single  and  double  entry  bookkeeping,  ornamental  penmanship, 

eommiss ion. 

XII.  Education. 

Watts  on  the  Mind. 

XIII.  Art. 

Painting  and  drawing,  vocal  and  instrumental  music,  perspective 
architecture,  drafting,  needlework. 

XIV.  Physioal  training. 


Calisthenios 


- 


. 


33 


The  greatest  number  of  these  subjeots  taught  ift  school  was  twenty-seven; 
the  smallest,  two.  The  fact  that  as  many  as  twenty  subjects  were  taught  in  any 
one  school  does  not  indicate  that  all  were  actually  taught.  Usually  t ere  was 
not  sufficient  demand  for  some  of  the  subjects  of  the  curriculum  to  justify  the 
formation  of  a class,  and  consequently  such  subjects  were  not  taught. 

The  division  of  subject  matter  of  the  curriculum  into  distinct  courses 
of  studywlLS  more  obvious  in  the  secondary  than  in  the  elementary  schools.  One 
common  divisionwas  that  resulting  in  the  English  classical  and  the  Scientific 
course.  Some  schools  were  divided  into  male  and  female  departments,  a division 
involving  difference  in  courses  of  study  and  a dual  form  of  administration.  The 
college-preparatory  function  of  the  secondary  school  was  provided  for  in  a few 
schools  by  courses  designated  college-preparatory \ and  several  schools  offer 
Normal  oourses.  This  is  especially  true  of  the  secondary  institutions  in  the 
latter  years  of  the  period,  although  Hillsborough  Academy  in  1S37,  lists  a Normal 
course  with  several  others. 

Tuition  charges  var^with  the  subjects  taught,  oourses  of  instruction, 
length  of  the  school  term;  and  also  with  the  general  status  and  size  of  the 
school,  the  number  of  teaohers  and  their  qualifications.  Almost  without  ex- 
ception, the  secondary  ooursestfere  higher  than  the  elementary.  Languages  and 
musio#are  the  most  expensive  subjects  in  the  curriculum,  and  scientific  subjects 
requiring  the  use  of  apparatus  were  more  expensive  to  the  pupil  than  other  sub- 
jects. 

Tuition  charges  in  twelve  schools  offering  secondary  instruction  were 


as  follows: 


■ 

. . 


* 


*v, 


34 


Place 

Name 

Date 

Subjects 

Tuition 

1 .Edwardsville 

Belleville  Academy 

1520 

Latin 

$4.00  a quarter. 

2 .Jacksonville 

Jacksonville  Seminary  1529 

Classics  and  higher 

departments  of  sci- 

ence 

$16.00  per  annum. 

3 .Vandal i a 

Vandalia  High  School 

1530 

Higher  branches  of 
mathematics 

$4.00  a quarter. 

Latin, Greek  and 
French 

$4.00  a quarter. 

4. Alton 

Alton  Seminary 

1534 

High  School  course 

$5.00  to  $10.00 

a quarter. 

5 .Kaskaskia 

Young  Ladies 'Seminary  1537 

General  course 

$24.00  per  annum. 

French 

$5.00  a quarter. 

Drawing 

$5.00  a quarter. 

Harp  and  use 

$16.00  a quarter. 

Piano  " " 

$12.00  " " 

6. Springfield 

School 

1542 

Higher  branohes 

$15.00  for  5 month 

Spanish  and  drawing 

$10. 0C  " " " 

7 .Knox  County 

Cherry  drove  School 

1543 

Higher  branches 

$5.00  a quarter. 

Latin  and  Greek 

$7.00  " « 

5 .Springfield 

Springfield  City  School  1544 

History, chemistry 

philosophy 
Algebra, geometry. 

$3.00  a quarter 

Intellectual  and 
moral  science 

$4.00  a quarter. 

9 .Par i6 

Edgar  Academy 

1546 

Aoademy  dept . 

$15  to  $25  a year. 

10.  Alton 

Female  High  School 

1549 

Higher  branches 

$4.00  a quarter. 

Latin  and  French 

$5.00  " " 

Piano 

$10.00  " " 

11. Naperville 

English  and  Classical 

Latin  and  ffreek 

$5.00  a quarter. 

School 

1552 

Drawing, French 

$2.00  " » 

12. Jonesboro 

Jonesboro  Academy 

1555 

Spanish  and  German 

$10.00  a quarter, 

In  boarding  schools,  tuition  and  board  were  frequently  included  in 
one  general  oharge  to  be  paid  annually  or  semi-annually . 

The  length  of  the  school  year  of  97  secondary  institutions  varied  from 
22  weeks  to  4#  weeks;  tne  school  year  mentioned  the  greatest  number  of  times 


, . 


. 


35 


was  44  weeks  in  length.  Of  the  97  institutions  39  were  organized  on  a quarter 
term  basis.  For  the  most  part,  the  boarding  academies  and  seminaries  adhered 
to  a one  or  two  term  year. 

Methods  of  instruction  employed  in  the  schools  were  described  by  a 
number  of  teaohers  in  the  advertisements  of  their  schools.  One  instructor  who 
claims  the  use  of  the  "Pestalozzian  method"  says: 

"Oral  Instruction.-  A very  large  portion  of  the  instruction  given  will 
be  communicated  by  the  living  voice,  the  form  of  conversation  or  familiar 
lectures.  But  neither  this  method  of  instruction  nor  the  use  of  apparatus  will 
supersede  the  use  of  books,  or  release  the  pupils  in  any  degree  from  exeroising 
their  own  own  mental  powers.  The  system  of  instruction  will  generally  be  the 
inductive  method,  on  the  plan  of  Pestalozzl.  The  pupils  tnus  learn  to  think 
and  reason  for  themselves  and  exercise  their  own  judgment,  and  are  encouraged  and 
stimulated  to  persevering  industry,  and  the  most  vigorous  efforts  to  acquire  a 
thorough  and  an  accurate  knowledge  of  all  the  branohes  of  study  to  which  their 
attention  is  directed."'^ 

Another  teacher  states  that  "His  method  of  teaching  is  new  and  much 

approved;  and  his  system  of  teaching  French  is  such  that  pupils  may  be  enabled 

in  a very  short  time  to  speak,  read  arid  write  without  difficulty.  He  will  enable 

( 2 ) 

his  pupils  in  drawing  to  sketoh  from  nature  in  one  course." 

One  school-master  "proposes  to  give  to  his  pupils  suoh  an  education  as 
they  would  receive  in  the  best  institutions  of  the  East,  embracing  all  those 
studies  which  are  generally  taught  there.  His  method  differs  entirely  from 
the  one  usually  followed;  he  does  not  approve  of  committing  lessons  to  memory 
for  reoitation,  which  are  neither  understood  by  the  pupils  nor  retained  by 

(1)  Alton  Spectator,  Nov. 5, 1634. 

(2)  111. State  Register,  Nov. 24, 1^40. 


: 


- 


36 


their  memory  for  any  length  of  time*  He  aims  at  the  uniform  development  of  all 
the  mental  faculties,  without,  however,  neglecting  the  acquisition  of  useful 

knowledge ." ' 1 ' 

The  popular’  Lancaster ian  system  of  instruction  gained  adherents  in 

Illinois.  One  teacher  remarks  that  "as  soon  as  he  can  procure  the  necessary 

(2.) 

appendages  his  school  will  be  Lancasterian." 

Visitors  to  Hillsboro  Academy,  reporting  concerning  instruction  in  that 
institution,  remarked  that  "Grammar  is  taught  as  a thing  of  present  daily  ap- 
plication in  talking  ana  writing;  arithmetic,  algebra  and  the  other  branches  of 
mathematics  are  treated  as  principles  of  science  to  be  applied  in  other  and 
different  processes  of  calculation  from  those  contained  in  a text  book;  philosophy 
is  presented  not  as  abstract  theory,  but  as  general  truths  illustrated  by  daily 
occurrences  ana  operations;  and  in  the  ancient  languages  is  laid  substantially 
the  ground  work  of  a superstructure,  which  a subsequent  oollege  course  may  rear. 
Penmanship  has  evidently  been  thoroughly  cultivated  aooording  to  the  most  ap- 
proved system.  The  compositions  were  strongly  marked  with  the  qualitiesof  mind 
and  heart,  so  successfully  fostered  in  this  seminary  - purity,  manliness  and 
energy  of  thought,  expressed  in  a chaste,  vivid  and  forcible  style.  The  com- 
munity owe  a debt  of  gratitude  to  the  talented  and  indefatigable  teachers ^ 

Hot  all  methods  of  teaching,  however,  were  entirely  satisfactory.  One 
critic  of  methods  says:  "I  have  witnessed  efforts  in  education  conducted  on  the 
same  principle  as  if  a builder  should  essay  to  construct  a house  by  placing  on 
the  rafters  and  shingles  first,  and  I have  known  teachers,  too,  or  would-be 
teachers,  attempt  to  communicate  instruction  to  a child's  mind,  with  a wisdom 
that  may  be  well  illustrated  by  one  who  in  cleaving  timber  should  strive  to 

( 1 ) Jonesboro  Gazette,  Oct.  22,l£59« 

(2)  Illinois  Intelligenoer , Dec. 9, l£l#. 

(3)  111. State  Register,  Wov.2,lS3&. 


-• 


■ 


«i 


37 


thrust  in  a wedge  with  the  large  end  forward*  And  in  oases  where  every  means  to 
promote  activity  and  energy  of  mind  should  be  employed,  I have  known  quack 
teaohers  to  administer  opiates  and  somniferous  doses,  till  the  slumber  of  their 
patients  was  so  profound  that  the  shock  of  an  electrio  battery  could  not  awake 

them."  ^ ^ ' 

The  most  eerious  oritioism  to  be  made  of  methods  of  instruction  in  these 
sohools,  is  that  the  greatest  stress  was  plaoed  upon  memory  of  text -book  oontent 
and  repetition  of  the  verbal  knowledge  so  gained  by  the  pupil,  in  a mechanioal, 
rout  ini  zed  recitation.  Furthermore,  apparently  no  relation  of  the  subject-matter 
studied  by  the  child,  to  his  daily  life  and  activity,  was  observed.  Reading  was 
an  exercise  in  the  pronunciation  of  words  rather  than  a means  of  acquiring 
useful  information.  One  early  pedagogical  experimenter  found  that  his  pupils 
thought  they  were  reading  after  they  had  pronounced  the  words  of  the  text,  but  had 
no  notion  of  what  they  had  read.  The  same  teaoher  gave  Latin  text  to  the  same 
group  of  pupils  to  read,  and  found  that  the  students  read  the  foreign  words 
rather  glibly,  although  never  having  studied  the  language,  and  still  believed 
that  they  were  doing  all  that  was  necessary  in  any  reading  exercise.  In  science 
work,  abstraot  rules  were  learned  from  text  books,  with  little  chance  of  appli- 
cation, or  of  relating  the  subject  to  life.  Laboratory  work  and  apparatus 
with  which  to  carry  on  experimentation  were  provided  in  a very  limited  number 
of  the  better  schools.  That  the  knowledge  gained  was  often  superficial  is  il- 
lustrated by  the  following  inoident  which  occurred  at  a public  examination. 

"The  olaes  in  botany  was  called  up,  and  the  pupils,  after  answering 
some  general  questions,  were  required  to  prove  their  efficiency  by  selecting 
each  of  them  a flower  out  of  a vase,  and  analyze  and  classify  it.  Things  went 
on  very  well  for  a while.  At  last  a young  lady  seemed  extremely  puzzled  in 


( 1)  The  Daily  Journal,  Jan. 4,l£49. 


- < 

-- 

l 


35 

making  ohoice  of  the  flower  to  be  subjected  to  her  analysis*  She  turned  the 
beautiful  bouquet  over  and  around  and  over  again,  yet  none  of  the  flowers  seemed 
worthy  for  the  display  of  her  science  and  skill*  She  became  embarassed,  and 
finally  gave  it  up  with  an  imploring  appeal:  'Mr.W.,  my  flower  is  not  here!' 
Horace  Mann  relates  a somewhat  similar  incident  that  happened  at  an  examination 
where  he  was  present.  After  one  of  the  young  ladies  had  discoursed  very  learned- 
ly about  the  animal,  vegetable  and  mineral  kingdoms,  Mr.  Maun  asked  her  to  which 
of  these  three  kingdoms  she  belonged.  'To  the  vegetable,'  was  her  reply."' 1 ^ 

Faculty  psychology  governed  both  the  selection  of  subjeot  matter 
taught  and  methods  of  teaching;  consequently  it  is  not  surprising  to  find  that 
although  the  pupils'  "faculties"  of  memory,  observation,  reasoning  and  the  like 
were  supposedly  well  developed  and  trained,  in  the  school  room,  such  incidents 
as  those  related  above  actually  occurred. 

Schoolroom  equipment  and  apparatus  as  Judged  by  modern  standards  were 
almost  uniformly  poor  and  meager.  Some  of  the  larger  academies  and  seminaries, 
and  the  colleges  offering  preparatory  courses  of  study,  were  more  fortunate  in 
the  matter  of  equipment.  Mention  has  already  been  made  of  the  fact  that  one 
teacher  described  his  equipment  as  Lanoasterian.  Most  of  the  schools  were 
provided  with  globes,  oharts  and  maps.  Several  schools  boasted  the  possession 
of  orreries  and  blackboards. 

Montioello  Seminary  was  well  sujjplied  with  equipment,  according  to  the 

following  description: 

" It  may  not  be  out  of  place  here  to  remark,  that  through  the  in- 

cessant labors  and  untiring  perseverance  of  the  estimable  Principal,  the  Rev.  Mr. 
Theron  Baldwin,  large  additions  during  the  past  few  months  have  been  made  to  the 


( 1 ) Alton  Daily  Morning  Courier,  Jan. 29, 1^53 


‘ ‘ - 


< 

39 


apparatus,  rendering  it  sufficiently  extensive  for  all  important  experiments  in 

chemistry,  electricity  and  pneumatics.  He  has  also  succeeded  in  procuring  a 

cabinet  of  minerals,  at  a cost  of  eight  hundred  dollars,  comprising  a collection 

of  mineralogical  specimens  of  eight  hundred  pieces;  a collection  of  geological 

specimens  (including  numerous  fossils  both  foreign  and  domestic)  of  eight 

hundred  pieces;  and  a collection  of  eight  hundred  shells.  In  addition  to 

this,  the  library  which  is  made  accessible  to  all  the  pupils  has  been  extended 

until  it  now  numbers  nine  hundred  volumes  and  upwards ^ 1 2 ^ It  is  also  reported 

that  lionticello  had  a gymnasium  and  equipment  for  physical  training. 

A "Ladies'  School"  in  Winchester,  Illinois,  1 £T43>  possessed  geographical 

add  astronomical  apparatus.  Chemical  and  physical  equipment  is  mentioned  in 

the  advertisement  of  the  Vandalia  Academy  and  Free  School  ( Vandal ia ),1S3 7.  And 

/4ii  [s bc?ro 

Hillsborough  Academy  at  Yanna.ll a,  in  1S37,  possessed  a variety  of  materials  used 

in  teaching.  The  advertisement  of  the  school  states,  "A  variety  of  excellent 

apparatus,  em’oraoing  pio'oes,  an  Orrery,  Jlagic  Lantern,  Air  Pump,  a splendid 

electrical  machine,  etc,,  is  provided  for  facilitating  the  study  of  the  Natural 

( 2 ) 

Soiences ." 


Other  schools  beside  Monticello  possessed  libraries.  Rook  Spring 
Theological  and  High  School  possessed  a library  of  1000  volumes  aoces3ible  to 
students  of  secondary  subjects. 

School  houses  showed  improvement  in  design,  comfort  and  equipment  from 
decade  to  decade  throughout  the  period.  One  writer  who  couiments  upon  the  school 

buildin&s,  says: 

"The  old.  log  houses  and  old  Denches  without  rest  for  the  back  

have  been  cast  aside  and  superseded  by  houses  well  adapted  and  well  furnished 


(1)  Alton  Telegraph,  Feb. 2$,  1SH3  . 

(2)  Illinois  State  Register,  Vandalia,  Sept .29,1^37 . 





' 1 

. 


* 


' 


*+0 

for  the  us e of  schools.  Many  of  these  houses  are  commodious  and  elegant;  all  of 
them  comfortably  furnished,  with  good  fire-plaaes  or  stoves,  and  well  lighted  or 
ventilated.  In  fact,  our  school  houses,! ormerly  a reproach  and  shame  to  any 
people,  are  now  a credit  to  those  who  have  their  superintendence  - a place  likely 
to  be  looked  to  with  pleasure  by  the  scholars 1 ; 

That  proper  discipline  and  school  government  were  matters  requiring  par- 
ticular1 attention,  especially  in  the  boarding  schools,  was'evinced  by  the  prominence 
given  to  the  topic  in  connection  with  many  reports  of  these  sohools.  Discipline 
maintained  at  Alton  Seminary,  1 £33,  is  described  as  follows: 

11  Government .-  Good  and  wholesome  discipline  must  at  ail  times  be 
maintained  in  the  seminary;  but  the  government  will  be  mild,  paternal  and  kind; 
calculated  to  win  the  affections  and  through  them  reach  the  heart,  and  control 
the  will;  and  thus  secure  a ready  and  cheerful  obedience.  The  teachers  will 
endeavor  by  moral  suasion,  the  force  of  their  own  example,  and  the  power  of  Bible 
truth,  to  induce  their  pupils  to  choose  voluntarily  an  honorable  and  upright 
course  of  conduct.  And  in  this  they  feel  confident,  that  by  the  blessing  of 
Heaven,  they  shall  in  general  succeed;  provided  that  parents  and  others  unite 
their  influence  with  theirs,  and  are  ever  watchful  and  careful  that  they  in  no 
way  lessen|the  teaoher's  influence  over  their  pupils."^  y 

At  Montioellc,  discipline  and  order  were  maintained  in  the  following 
manner : "The  order  and  discipline  of  the  institution  are  especially  committed 

to  the  Governess  who  has  leisure  to  investigate  thoroughly  all  oases  of  delin- 
quency, and  at  stated  times  before  the  whole  school  to  develop  and  enforoe  those 
great  principles  which  lie  at  the  foundation  of  correct  habits  and  good  morals, 
and  constitute  the  basis  of  all  valuable  characters.'"'5^ 

(1)  Jonesboro  Gazette,  Feb. 12, 1^9* 

(2)  Alton  Spectator,  April  9>1  £33* 

(3)  Alton  Telegraph  and  Democratic  Review,  Aug. 27, 1^42. 


: 

- 

- 


# 


< 


: 


m 

In  another  girls'  sohool,  discipline  was  maintained  by  the  awarding 

of  premiums  to  meritorious  soholars.  "To  promote  exaulation  among  the  pupils, 

there  will  be  silver  medals  distributed  at  the  end  of  each  week,  to  those  who 

deserve  them  for  application  or  good  oonduct,  and  justifiable  premiums  will  be 

awarded  at  the  end  of  the  six  months  to  those  who  succeed  best  in  their  studies. 

Attention  will  be  paid  to  the  oonduct,  deportment  and  morals  of  the  children 

while  at  school,  and  no  ohild  will  be  kept  who  will  not  obey  the  rules. ^ 

Mr.  Cross,  a teaoher  who  maintained  a school  in  Kaskaskia  in  1S1£, 

states  in  the  advertisement  of  the  school,  that  he  "will  endeavor  to  instill 

into  the  minds  of  his  scholars  the  vital  importance  of  sound  moral  principle,  and 

correct  manners,  which  he  will  elucidate  by  a regular  course  of  lectures  every 

( 2 ) 

Saturday  morning." 

The  educational  ideals  which  were  early  formulated  in  support  of 
educational  institutions  in  Illinois  have  been  stated*  Several  specific  ideals 
and  aims  of  education  determined  and  directed  courses  of  study  and  methods  of  in- 
struction. The  aim  of  education  in  one  school  is  stated  in  the  following  words: 
"Great  Object  of  Education.-  In  all  the  instruction,  discipline, and 
management  of  the  seminary,  the  great  object  of  education  will  be  kept  full  in 
view.  This  should  ever  be  to  bring  all  the  powers  and  faculties  of  our  natures 
to  the  highest  perfection  of  which  they  are  capable  - to  fit  the  pupils  to  per- 
form justly,  skilfully,  and  magnanimously,  all  the  duties  of  every  station  in 
life,  both  publio  and  private,  to  seoure  to  them  the  greatest  possible  happiness, 
taking  in  the  whole  life,  to  elevate  their  minds  from  the  degradation  of  ig- 
norance and  sin,  to  the  knowledge,  love  and  favor  of  God,  and  to  qualify  them  for 

(1)  Illinois  Daily  Journal,  August  4,l<!£+9» 

(2)  Illinois  Intelligencer,  Dec. 9,  l£l£. 


I 


. 


the  eternal  enjoyment  of  heaven 


42 


„(1) 

One  institution  aimed  to  prepare  young  men  for  "the  business  of 
active  life",  for  college,  and  for  teaching.  The  advertisement  of  the  school 
states:  "This  institution  is  opened  for  the  instruction  of  young  gentlemen,  the 
method  of  instruction  is  designed  to  be  thorough  and  practical;  such  as  will 
qualify  the  student  for  entrance  into  college,  or  for  the  duties  and  business  of 
active  life. 

Young  men  desirous  to  prepare  for  the  employment  of  teaching  will 

find  Springfield  Academy  well  adapted  to  promote  their  success  in  that  honorable 

( 2 ) 

and  useful  calling.’’ 

The  objects  in  founding  one  academy  are  stated  in  a report  of  the 
institution  as  two:  "One  of  the  results  which  the  association  expeot  from 
this  accomplishment  of  thei,r'  object  in  providing  a good  sohoolhouse,  is  that  by 
obtaining  for  it  teaohers  of  high  character  and  qualifications,  ohildren  who  are 
designed  for  college  may  be  well  prepared,  and  those  for  whom  an  English  educa- 
tion only  is  designed  may  receive  it  at  home  and  the  necessity  which  has  hereto- 
fore existed  of  sending  them  to  other  places  may  be  obviated.1 2 3'1'-"  ^ 

In  Naperville  Academy,  1S'53,  "The  system  of  instruction  pursued  here 
is  designed  to  meet  the  wants  of  the  pupil,  whether  preparing  for  common 
business,  or  for  a xuore  extended  course  of  Collegiate  or  professional  studies. 
The  object  kept  in  view  is  to  form  exact  and  analytical  habits  of  mind,  as  well 
as  to  increase  the  amount  of  attainments.  Development  rather  than  mere  ac- 
quirement, is  regarded  as  the  end  of  instruction.  No  pains  will  be  spared  to 
furnish  all  those  aids  to  the  intellect  and  the  heart,  which  assist  in  forming 

( 1 ) Alton  Spectator , April  9>1£33« 

(2)  Illinois  State  Register,  Sept  .5,1#45  • 

(3)  Illinois  State  Register, Sept . 1S,1£40. 


J 


; • 


/ 


M-3 

a well  regulated,  moral,  social  and  intellectual  character ^ 

The  aims  of  instruction  in  the  Edwardsville  Female  Academy  were 

three:  intellectual, and  moral  culture,  and  training  in  manners.  It  is  stated 
in  the  advertisement  of  the  school  that  “In  the  department  of  intellectual 
education,  the  acquisition  of  knowledge  though  considered  highly  important,  is 
held  subordinate  to  mental  discipline,  and  every  effort  is  made  to  train  the 
mind  to  habits  of  thought  and  develope  its  various  faculties. 

In  regard  to  moral  culture,  the  endeavor  is  made  to  lead  the  pupils 
to  feel  that  they  are  not  to  live  solely  for  themselves,  but  are  unaer  obliga- 
tions to  do  something  to  promote  the  happiness  of  all  around  them,  and  also  to 
place  before  them  a high  standard  of  moral  excellence,  and  awaken  a desire  to 
obtain  it.  In  this  tne  Bible  is  used  as  a guide. 

In  respect  to  manners,  no  definite  rules  are  laid  down,  the  aim  being 

simply  to  form  a oorrect  taste,  and  a nice  sense  of  propriety,  which  it  is  be- 

( 2 ) 

lieved  will  effeot  more  than  direct  precepts." 

The  aims  of  instruction  may  be  summarized  as  follows:  1.  Intellectual 
culture.  2.  Moral  training.  3.  Preparation  for  general  duties  and  business  of 
life.  4.  Preparation  for  college.  5.  Preparation  for  the  teaohing  profession. 

Formal  requirements  for  admission  to  the  secondary  sohools  were  seldom 
made  before  1655,  when  the  gradation  of  schools  and  classification  of  scholars 
became  obligatory,  and  requirements  for  admission  from  elementary  to  higher 
instruction  became  necessary.  However,  before  this  date,  pupils  in  schools  which 
maintained  separate,  graded  departments,  and  distinct  preparatory  oourses,  were 
required  to  pursue  the  departments  in  order  of  difficulty  and  to  finish  the 
elementary  courses  before  he  attempted  the  more  advanced  ones. 

(1)  DuPage  County  Observer,  Aug.  24,1653* 

(2)  Illinois  Advooate,  Deo.  14,1633 


■ 


. 


; 


44 

In  Mr.  Cross'  advertisement  of  a school  he  states:  "Soholars  who  shall 
have  graduated  in  these  ( element  ary  ) branches  of  tuition  will  be  instructed  in 
the  rudiments  of  History,  Geography,  Natural  Philosophy  and  mathematics."^^ 

Springfield  Academy,  in  1S40,  admitted  no  students  who  were  unable 

to  read. 

Montioello  admitted  no  pupils  under  14  years  of  age  to  the  Seminary 
proper  and  none  who  were  not  qualified  to  pursue  the  subjects  taught.  A pre- 
paratory department  housed  in  a separate  building  provided  instruction  for 
those  who  were  not  qualified  to  take  the  advanced  work. 

A select  school  taught  in  Alton,  1S44,  admitted  no  pupils  under  ten 
years  of  age.  Jubilee  College,  on  the  other  hand,  admitted  no  pupils  over  14 
years  of  age  unless  they  came  with  excellent  recommendations  as  to  character. 

Springfield  Central  Academy  admitted  none  but  "real  students." 

A Seminary  for  young  ladies  in  Springfield,  1#45,  offered  no  studies 
below  high  school  grade  and  did  not  admit  pupils  not  properly  qualified  to  under- 
take the  study  of  those  subjects. 

Pupils  wishing  to  enter  the  Chicago  High  Sohool,  1&59,  were  examined 
in  reading,  writing,  spelling,  arithmetic,  history,  grammar  and  geography  and  the 
same  examinat ion  was  required  of  pupils  who  were  candiaates  for  admission  to 
Springfield  High  School  in  1#59» 

In  l£49>  one  writer  urged  upon  the  city  of  Springfield  the  necessity 
of  a system  of  graded  sohools  in  which  pupils  were  promoted  according  to  their 
attainments.  Concerning  the  secondary  schools  he  Bays:  "If  we  then  be  provided 
with  one  male  and  one  female  aoademy  for  the  whole  oity  we  should  have  a complete 
course  of  instruction  fitted  to  the  wants  of  this  place.  Into  these  academies 
no  pupils  should  be  received  who  are  not  thoroughly  versed  in  all  the  branches 


(1)  The  Illinois  Intelligencer,  Deo.  9>1#1# 


■ ■ : 


a 


*5 


taught  in  the  common  schools;  and  not  only  should  pupils  be  advanced  from  the 
primary  to  the  common  school,  and  fromjthe  common  sohool  to  the  aoademy  strictly 
according  to  their  attainments,  but  each  of  these  departments  should  be  divided 
into  a suitable  number  of  established  classes,  from  one  to  the  other  of  which 
pupils  should  be  advanced  upon  the  same  principles,  as  from  one  grade  of  schools 
to  another.  And  in  order  to  guard  against  any  partiality  of  teachers  in  this 
matter, and  against  the  diversity  of  judgment  of  different  teachers,  there  should 
be  a Board  of  Inspectors  to  attend  the  examination  of  classes  at  stated  periods, 
and  who, with  the  teaohers,  should  decide  upon  the  promotion  of  the  pupils.  A 
system  of  schools  thus  arranged  and  judiciously  carried  out  would  afford  stronger 
stimulus  to  the  minds  of  the  scholars  by  it^natural  operation,  than  can  be  pro- 
duced by  all  the  efforts  of  the  teachers  and  parents  combi. ^d  in  the  course  hith- 
erto pursued.  And  it  is  believed  that  no  system  oombines  so  great  economy  with  so 
valuable  results  as  this."^1' 

The  question  may  be  asi^d,  to  what  extent  did  sectarianism  dominate  the 
secondary  schools?  Of  the  97  institutions  of  which  special  study  was  made  only  11 
give  any  clue  in  their  advertisements  or  reports  to  the  religious  sect  by  whion 
they  were  established,  or  to  sectarian  teaching  in  the  institution.  The  reason 
that  so  many  schools  were  not  sectarian  was  no  doubt  due  to  the  fact  that  in  the 
early  part  of  the  period  the  legislature  was  opposed  to  the  granting  of  charters 
to  sectarian  schools,  and  in  several  instances  withheld  charters  from  them.  Three 
academies  were  chartered  in  1619  with  the  restriction  that  no  discriminat ion  was 
ever  to  be  made  against  pupils  on  account  of  religious  opinion. 

Religious  instruction  was  included  in  the  currioula  of  many  institutions; 
and  the  3ible  was  freely  used  as  a text -book.  Religious  instruction,  however,  was 
given  to  aid  in  the  development  of  moral  oharaoter,  rather  than  to  strengthen  the 

influence  of  any  particular  sect. 

r-ITmiflu  i*  Da  i ly  ' Jour halT  'ApTTrZS,  1649  * 


■ * *• 


< 


v 


46 


Chapter  V 

Special  Institutions. 

In  addition  to  the  elementary  and  secondary  institutions  which  have 
been  described  in  the  preceding  chapters,  other  educational  agenoies  provided 
instruction  in  a number  of  studies.  One  important  agency  was  the  evening 
school;  another  the  commercial  or  business  school;  and  still  others  were  the 
numerous  private  classes  conducted  by  teachers  in  such  subjects  as  writing  and 
languages,  art  and  muaio. 

One  evening  school  in  which  a broad  range  of  subject  matter  was  taught 
was  advertised  as  follows: 

"The  subscriber  will,  from  the  first  of  November,  be  prepared  to  devote 
some  hours  in  the  evening  to  the  instruction  of  young  men  in  book-keeping. 
Commercial  arithmetic.  Mechanical  arithmetic.  Algebra,  Geometry,  Chemistry,  or 
any  other  of  the  natural  sciences;  also  in  German, French,  Spanish,  Latin,  etc. 

He  v/ill  also  instruct  in  Music  on  the  Piano  and  Melodeon,  and  provide 
a fur st  olass  Piano  for  practicing,  if  the  number  of  scholars  is  sufficiently 
1 arge . " ^ 1 ^ 

Another  night  school  in  whioh  girls  as  well  as  boys  were  taught  is 
described  in  the  following  manner : 

"Night  School.-  Mr.  -J.  H.  Samson,  than  whom  none  better  qualified  to 
teaoh  can  be  found,  has  opened  a night  school  in  the  district  school  house  in 
Jonesboro,  for  the  instruction  of  our  youths  and  maidens,  in  Arithmetic,  Algebra, 
Geometry,  etc.  This  affords  a rare  ohance  for  those  who  oaanot  attend  the  day 
school  to  acquire  a thorough  and  practioal  knowledge  of  the  most  essential  and 
useful  branohes  of  education,  from  a thoroughly  competent  teaoher.  His  terms  we 

(1)  Jonesboro  Gazette,  Oct.  22,1&59« 


47 


learn  are  moderate,  and  we  advise  all  those  that  can  to  join  his  class,  as  the 
winter  evenings  are  long  and  oannot  he  more  profitably  spent,  and  such  an 
opportunity  will  not  soon  occur  again.,,vl; 

Writing,  arithmetic  and  French  were  subjects  taught  in  an  evening 
school  in  Springfield.  “The  subscriber  will  open  at  his  sohool  room  on 
Jefferson  Street,  olasses  affording  instruction  in  the  above  branches,  on  Mon- 
day evening  the  27th  of  April,  1S46. 

The  evenings  of  Monday,  Wednesday  and  Friday  will  be  devoted  to  the 
Frenoh  language.  Tuesday,  Thursday  and  Saturday  to  writing  and  arithmetic. 

The  term  will  last  for  twelve  weeks,  giving  each  pupil  36  lessons  in 
the  French  language,  and  36  lessons  in  writing  and  arithmetic.  The  time  to  be 
occupied  iu  study  will  be  three  hours  each  evening,  from  half-past  six  o'clock, 
until  half -past  nine  o'clocr.  The  oharge  for  instruction  will  be  $3,  in  either 

class;  but  should  a pupil  wish  to  attend  every  evening  the  oharge  will  be  five 

( 2 ) 

dollars  for  the  whole. 

A class  in  book-keeping  and  penmanship  was  taught  at  Anna  in  1&59* 

The  class  was  both  a day  and  evening  school  according  to  the  advert  is erne nt , which 

states  that, 

"The  present  class  in  Book-Keeping,  under  instruction  of  J.M.  Gunn,  at 
Anna,  having  about  terminated  the  course,  a new  class  will  be  immediately  or- 
ganized. 

Olasses  in  Penmanship  will  also  be  at  onoe  formed  for  the  benefit 

of  both  sexes. 

The  oourse  in  Book  Keeping  consists  in  imparting  a thorough  practical 
knowledge  of  the  soience  both  of  Single  and  Double  Entry,  from  the  opening  to 
the  closing  and  balancing  of  a complete  set  of  Books. 

(1)  Jonesooro  Gazette,  Jan.13,1^39* 

(2)  Illinois  State  Register,  April  24,ltf46. 


-< 


■ 


HS 

The  writing  course  will  consist  of  twelve  lessons,  intended  and  ar- 
ranged so  as  to  develop,  in  gentlemen,  a rapid  ousiness-like  hand;  and  in  ladies 
a graceful  running  hand. 

Hours  for  Instruction  in  Penmanship. 

Ladies  and  Misses,  from  3 o'olock  to  5 P.M. 

Gentlemen  and  boys,  from  9 o'clock  to  11  A.M. 

And  in  evening  for  both  sexes,  from  8 to  10. 

Terms,  $2.00. 

Book-keeping  will  be  taught  during  the  morning  and  evening  Lours,  at 
option  of  the  pupils.  Terms,  $5.00.  ^ 

A writing  school  for  young  ladies  was  conducted  at  Alton,  1£H3 • The 
instructor,  "Mr.*Dain  respectfully  informs  the  citizens  of  Alton  and  Vicinity 
that  he  will  commence  a course  of  lessons  on  Monday,  May  1st,  for  the  improvement 
of  youn6  ladies  in  the  art  of  penmanship.  From  past  experience  and  success  he 
has  no  hesitancy  in  promising  good  satisfaction  to  all  who  may  patronize  him. 
Lessons  will  be  given  at  the  houses  of  those  who  wish  it.  Terms  low  to  suit 
the  times."'  y 

Classes  in  French  and  Spanish  were  conducted  by  a teacher  who  claimed 
Paris,  France,  as  his  home.  In  his  advertisement,  the  teacher,  "Alfrede  De 
Labarthe,  Professor  from  Paris,  Respectfully  announces  to  the  ladies  and  gentle- 
men of  Springfield  and  to  tiros e who  would  avail  themselves  of  the  opportunity  of 
acquiring  the  aoove  languages,  that  his  olass  will  be  open  throughout  the  year. 

He  guarantees  to  those  who  may  study  under  his  tuition,  a good  and 
sound  instruction,  whioh  is  indispensable  for  the  knowledge  of  speaking  fluently, 
oorreotly,  eto* 

My  style  of  teaohing  has  been  amply  tested  for  the  last  sixteen  years 


(1)  Jonesboro  Gazette,  July  21,  1#59» 

(2)  Alton  Telegraph,  April  29»1£H3. 


, 

. 


. 


r 


. 


*9 


in  the  cities  of  New  York,  Philadelphia,  Mobile  and  New  Orleans  and  practically 

demonstrated  to  be  the  only  plan  by  whioh  the  necessary  knowledge  of  a living 

(I  ) 

language  with  all  its  requisites  can  be  successfully  aoquired.'r 

The  evening  schools  whioh  enabled  individuals  to  obtain  the  rudiments 
of  knowledge  in  which  they  were  deficient,  and  the  commercial  schools  which 
prepared  students  direotly  for  a vocation,  had  no  doubt  much  practical  value 
and  were  necessary  and  valuable  institutions.  The  private  classes  j.n  penmanship 
(of  an  ornamental  nature),  the  languages  and  musio  were  doubtless  patronised 
only  by  the  well-to-do  who  desired  to  gain  a certain  polish,  culture  and  social 
prestige  from  such  study.  Cultural  rather  than  practical  value  was  obtained 
through  such  agencies. 


(1)  Illinois  State  he6ister.  Sept.  6,1£H9. 


. 


50 


Chapter  71 
Text -books. 

The  text-hooks  constituted  the  pupils’  chief  source  of  information  in 
the  school-room  throughout  the  period.  The  pupil,  in  his  studies,  had  little 
contact  with  nature  and  seldom  performed  experiments  of  a scientific  character. 
The  text-book,  rather  than  the  teacher,  Su.,  plied  the  knowledge  and  instruction 
gained  in  the  school.  Few  teachers  were  competent  to  teach  without  the  text  con- 
stantly at  hand,  and  this  fact  alone  may  have  contributed  much  to  the  important 
position  held  by  the  text -book. 

A comprehensive  exposition  of  early  text-books  and  their  use  is  given 
by  Willard  in  his  "History  of  Early  Education  in  Illinois."  The  account  states: 

"The  text-books  of  the  early  times  were  few  and  costly.  Webster’s 
Spelling  book,  in  clue  covers  of  paste  board  or  wood  was  the  first  and  chief 

Dildworth’s  spelling  book  is  occasionally  mentioned;  but  Webster  held 

the  ground  almost  entirely  and  must  rank  as  the  greatest  educator  among  our 
authors.  The  alpnabet  was  sometimes  taught  to  the  youngest  pupils  from  letters 
pasted  on  a board.  Books  were  so  difficult  to  obtain  that  we  read  of  a school  in 
De  Witt,  in  1 835  f where  there  were  three  spelling  books  for  30  pupils.  The 

’Pleasant  Companion',  the  ’Hew  Testament'  and  Hurray's  'English  Reader' were 

the  principal  text-books  for  reading.  The  'Columbian  Orator'  shared  their 
popularity.  Hot  until  about  1S30  did  Pierpont's  'Readers'  oome  in  gradually. 
Books  of  history  and  biography  were  used  sometimes,  especially  weem's  'Life  of 
Marion'  and  'Life  of  Washington.'  Geography  was  rare;  Horse  was  the  author  of 
beet  reputd.  Granmar  was  equally  rare.  Murray  was  the  text-book 


... 


51 


Arithmetic  held  high  rank  in  the  schools;  and  skill  in  operation  was 

much  prized.  The  text-book  was  almost  always  that  of  NioholaB  Pike.  About 

1£40  the  works  of  Smiley  and  R.C. Smith  began  to  come  into  competition  with  Pike, 

„(  1 ) 

which  was  in  its  time  an  excellent  book. 

The  following  is  a list  of  books  required  in  the  Young  Ladies'  Academy 
of  the  Visitation,  Kaskaskia,  1S37: 

"English, -V/ebster 's  Dictionary  and  Murray's  Grammar  and  exercises; 
Worcester's  Geography  and  Atlas;  Grimshaw's  History  of  the  United  States,  of 
England,  etc.,  with  keys  and  questions  to  the  same;  Pike's  Arithmetic;  Polite 
Learning;  Tooke's  Pantheon;  Jamieson's  Rhetoric;  Blake's  Chemistry  and  Philoso- 
phy; Irving's  Astronomy,  Irving's  Roman,  Grecian  and  Jewish  antiquities;  Tenning 
on  the  Globes,  and  Worcester's  Historical  Atlas. 

French  - Nugent's  Dictionary;  Levi zac's  Grammar;  Perrin's  Dialogues; 
Wanostrochl  'sRecue i 1 Choisi  and  Le  Brun's  Telemaohus  ' 

A series  of  texts  known  as  Cobb's  School  Books  were  widely  advertised 
and  quite  generally  adopted.  One  advertisement  in  which  the  books  were  recom- 
mended states  that  "A  porti'n  of  the  series  (which  had  been  examined  ) we  learn 
have  been  endorsed  at  Illinois  College,  and  by  teachers  at  Jacksonville  generally. 
They  have  been  introduced  into  the  preparatory  department  of  Hillsboro  college, 
and  its  president  recommends  their  introduction  into  the  common  schools  of  the 
state.  They  have  also  been  adopted  at  Lebanon,  and  reoommended  at  McKeudree 
College.  Throughout  the  state  wherever  examined,  they  have  been  adopted  with 
scarcely  an  exception.  Seventy-one  schools  in  Morgan  alone  have  formally  adopted 
them  at  meetings  held  in  almost  every  district.  The  dame  as t rat  ions  in  their 
favor  would  warrant  the  opinion  that  they  are  destined  to  be  the  great  school 

(1)  Willard, S.  History  of  Early  Education  in  Illinois,  111. School  Report, 1883- 
£4,  p.CV. 

(2)  Illinois  State  Register,  Nov. 24, 1^37. 


. 


■ 


- 


i 


52 


books  of  the  west."''  1 ' 

Ilany  text -books  enjoyed  but  brief  periods  of  popularity,  and  it  is  not 

to  be  doubted  that  many  were  of  inferior  quality.  The  editor  of  one  news paper 

states  that  "The  Chicago  Journal  expresses  our  ideas  exactly  when  it  says,  "We 

have  a horror  of  school  books  - New  Grammars,  new  Geographies  and  new  Arithmetics. 

Twenty-five  per  cent  are  outright  humbugs;  fifty,  miserable  plagiarisms; 

ten  per  cent  'so  so';  five,  fair;  five,  above  mediocrity,  and  the  reminder,  a 

( 2 ) 

'righteous  few',  being  above  five  in  every  hundred,  are  excellent." 

The  content  of  Woodbridge's  "Geography  and  Atlas"  and  the  way  in  which 

the  pupil  was  to  "learn"  geography  are  disclosed  in  the  following  description 

of  the  book. 

"We  have  not  lately  seen  a school  book  which  appeared  to  us  so  well 

adapted  to  the  purpose  of  conveying  the  rudiments  of  geographical  knowledge, as 

"Woodbridge  's  Geography  and  Atlas"-  recently  introduced  into  the  school  at  this 

place.  The  Geography  is  a small  volume,  containing  very  brief,  and  were  it  alone, 

very  imperfect  notices  of  the  several  countries  of  the  world;  and  questions 

which  are  to  be  answered  by  reference  to  the  "Atlas."  It  is  this  which  gives 

the  work  in  our  opinion,  its  great  value.  Verbal  descriptions  afford,  at  best, 

but  indistinct  notions  of  the  form  and  relative  situation  of  countries.  But 

when  the  eye  is  the  medium  of  communicat ion,  the  learner  acquires  definite  ideas, 

which  are  impressed  with  due  force  on  his  memory.  We  think  a class  of  tyros 

would  find  it  a delightful  exercise  to  trace  on  the  maps  the  soaroes  of  rivers, 

the  boundaries  of  states  and  empires,  or  the  situation  of  cities;  and  that  great 

emulation  might  be  excited  by  a judicious  teacher,  the  object  of  which  would  be 

to  give  the  readiest  and  dearest  answers  to  the  questions  proposed.  There  is  no 

quaokery  - no  patent  machinery  in  the  work.  It  communicates  the  knowledge  of 

historical  faots  in  the  usual  mode  by  narrative;  and  it  shows  the  forma  and 

(1)  Illinois  State  Register,  0ct.3,l&50. 

( 2 ) Du  Page  County  Observer,  July  2S,1&52. 


53 


boundaries  of  countries  at  once  to  the  eye  by  maps;  and  to  these  maps  the  pupil 
is  referred,  as  the  only  place  where  he  can  find  solutions  to  the  queries  put  to 
him  in  the  lessons  of  the  day.  Besides  seven  colored  maps,  executed  we  think 
better  than  ordinary  school  maps,  the  Atlas  contains  a ohart  of  the  world,  in 
which  the  moral,  political  and  intellectual  condition  of  its  various  parts  is 
compenduously  shown  by  means  of  a few  simple  and  obvious  devices.  In  our  view 
this  would  add  materially  to  the  value  of  the  book.  The  cost  of  the  book,  in- 
cluding the  Atlas  of  S maps,  is  $1.37-if.M ' 1 ' 

The  wide  diversity  and  lack  of  uniformity  in  the  kinds  of  text-books  usee 
are  well  illustrated  by  the  report  of  the  superintendent  of  schools  in  Pike  bounty 
to  the  ex-officio  State  Superintendent  in  lS^O.  Concerning  the  variety  of  text- 
books in  use  in  the  county  he  states:  "Spelling  books,  4;  readers,  13  (including 
history  of  Kentucky, Testaments  and  Bibles);  arithmetics,  9;  geographies,  4; 

grammars,  5;  histories  of  United  States,  £;  ancient  histories,  3;  philosophies,  4; 

,(2  ) 

chemistryes,  3;  algebras,  4 and  dictionaries,  3.” 

Lack  of  uniformity  in  text -books  was  in  part  due  to  the  expense  involved 
in  discarding  all  old  text-books  and  replacing  them  with  new  and  uniform  books,  anc 
also  due  to  the  fact  that  each  teacher  had  favorite  texts  and  declined  to  adopt 
books  iu  conformity  with  those  of  other  teachers  in  the  same  sohool  distriot  or 
community. 

An  attempt  was  made  in  an  education  convention  held  in  Springfield, 

1&45,  to  orin&  about  uniformity  of  text-booxs  throughout  the  state.  In  this 
connection  it  was 

"Resolved,  that  a committee  of  five  competent,  practical  teachers  be 
appointed  to  make  a selection  of  good  and  suitable  school  books  upon  the  different 
branches  of  learning  named  in  the  present  school  law,  to  be  submitted  to  the 

(1)  Edwardsville  Spectator,  March  25,1£*®§ 

(2)  PillsDury,  V.'.H.,  Early  Eruoation  in  Illinois,  State  Superintendent's  Report, 
p . CLXIX . 


• • 


- 


. 


Secretary  of  State,  for  general  use  in  the  common  schools  of  Illinois;  and  that 
said  oommittee  accompany  their  selections  with  a brief  statement  of  the  reasons 
for  their  recommendations. 

It  is  proper  here  to  remark  that  the  subjeot  of  text-books  occupied  a 
very  large  share  of  the  discussions  of  the  convention  during  the  whole  of  its 
sittings;  and  that  the  above  disposition  of  the  matter  was  not  finally  settled 
till  near  the  dose  of  its  deliberations.  It  was  felt  that  a desirable  uniform- 
mi  ty  of  good  and  suitable  texts  must  be  accompanied  by  slow  progress  and  not 
without  considerable  difficulty. ' 

In  his  report  for  1 856,  the  State  Superintendent  recommended  the  fol- 
lowing texts: 

"Sander’s  Pictorial  Primer. 

" Speller  and  Definer. 

" New  series  of  readers. 

Davies'  Intellectual  Arithmetic. 

" School  Arithmetic. 

Clark’s  New  English  Grammar  and  Chart. 

Cutler's  Anatomy,  Physiology  and  Hygiene. 

" First  Book  of  " " " 

Mrs.  Cutler's  Human  and  Comparative  Hygiene. 

Cutler’s  Anatomical  Plates. 

Marcius  Wilson's  entire  series  of  Histories. 

Smith's  History  of  Greece. 

Parker’s  Juvenile  Philosophy,  1st  Part. 

» » " 2nd  " . 

11  11  11  3rd  " 


(1)  Illinois  State  Register,  May  30,1SH5 


. 


55 


Parker's  Compendium. 

Olmsted's  School  Astronomy. 

" College  Philosophy. 

M " Astronomy . 

Upham's  Mental  Philosophy. 

Davies'  Elementary  Geometry. 

Loomis'  Geometry  for  Colleges. 

M'Elligott  's  Analytical  Manual. 

" Young  Analyzer. 

Davies'  Primary  tables. 

" University  Arithmetic . 

Monteith's  Geography. 

Mitchell's  Intermediate  Geography. 

" Higher  geography  and  Atlas. 

Davies'  Practical  Arithmetic. 

" Logic  of  Mathematics. 

" Descriptive  geometry  for  Colleges. 

Loomis'  Trigonometry  and  Logarithms. 

" Analytical  geometry  and  Calculus. 
Shurtleff's  Governmental  Instructor. 

Day's  Rhetoric. 

Fulton  and  Eastman's  Book-keeping. 

" " " Writing  Books. 

Preston's  Book-keeping  for  Colleges. 

Pelt  on's  Outline  Maps  with  keys. 


- 


. 


56 


Quackenboss  First  Lessons  in  Composition. 

Hitchcock's  Geology. 

Youman's  Chemistry  and  chart. 

Draper's  Chemistry  for  Colleges. 

Willson's  Chart  of  American  History. 

Northend's  Dictation  Exeroises. 

Chambers'  Introduction  to  the  Sciences. 

Sanders'  Elementary  and  Elocutionary  Chart.”' J ^ 

This  list  contains  few  of  the  older  and  more  popular  text -books,  and 
its  adoption  in  any  school  meant  the  discarding  of  most  of  the  books  then  in 

use. 

It  had  been  provided  by  law  in  ltS5H  that  the  State  Superintendent  of 

Public  Instruction  "shall  recommend  the  most  approved  text -books, maps,  charts  and 

apparatus,  and  shall  require  uniformity  in  the  use  of  the  same,  as  well  as  in 

( 2 ) 

the  manner  of  conducting  schools  throughout  the  state " In  1&57, however , 

the  legislature  struck  out  this  clause,  and  compulsory,  state-wide  uniformity 
of  text-books  was  not  obtained  until  after  the  close  of  the  period.  Local 
efforts  in  this  direction,  notwithstanding  the  laissez  faire  policy  of  the  state 
as  a whole,  continued  to  be  made.  One  educational  leader  in  IS59  presented 
through  the  press,  the  disadvantages  of  laok  of  uniformity  in  text-books,  and  he 
suggested  that  "some  time  be  agreed  on,  the  School  commissioner  taking  the  lead 
and  giving  the  notice,  to  hold  a County  Convention  of  all  the  school  offioers  and 
teaohers,  for  the  purpose  of  agreeing  upon  the  kind  of  books  to  be  used  in  all 
the  free  sohools  of  the  county.  Take  the  books  reoornmended  by  the  State  Superin- 
tendent, if  you  please;  or  whatever  kind  is  taken  let  them  be  exclusively  used. 

(1)  Report  of  State  Supt . of  Pub.  Inst . , 1G&5-6,  p.144. 

(2)  State  Supt.  Report,  IS55-56,  p.23. 


57 


ihis  w©  consider  02  great  importance.  It  relieves  the  teacher  from  the  embarrass- 
ment oi  different  kinds  or  books , which  compel  him  to  hear  a great  number  of 
scholars  receit  separately,  causing;  an  unnecessary  consumption  of  time,  and  pre- 
venting what  should  be  found  in  every  well  organized  school  - a complete  classi- 
fication or  scholars,  so  as  to  instruct  the  largest  number  in  the  shortest 
practicable  time.  By  uniformity  in  books,  twenty-five  per  oent  will  be  saved 
to  the  county  in  the  purchase  of  them.  Every  person  bringing  school  books  for 
sale  knows  exactly  what  kind  will  sell,  and  does  not  buy  at  random,  as  at  present, 
attempting  to  supply  the  demand,  but  wholly  dependent  upon  the  fancy  of  teachers, 
thereby  being  compelled  to  impose  a larger  percentage  of  books  than  can  be  affordec 
when  the  sale  is  certain.  Then  the  directors,  in  contracting  with  teachers, the 
kind  of  books  to  be  used  would  be  a fixed  fact,  and  parents  and  guardians  not 
subjected  to  the  expense  attending  every  teaoher's  notion  as  to  what  books  are 
Dest  to  be  used  in  schools 

The  admonitions  of  the  article  Just  quoted  were  heeded  and  a convention 

was  neld  several  months  after  the  publication  of  the  exhortation. 

"The  object  of  the  meeting was  to  discuss  the  merits  of  the 

best  school  books  now  in  use,  ana  to  fix  upon  or  adopt,  for  future  use  in  the 

schools  of  Union  County,  a fixed  and  uniform  list  of  text-books,  and  thereby 

enable  teachers  to  classify  their  pupils  in  the  various  studies  pursued  irx  our 
( 2 ) 

publio  sohools."' 

The  text -books  adopted  at  this  meeting  were: 
ilcGuffey's  Speller  (Last  Edition) 

Webster's  School  Dictionary 

Mc&uffey's  Series  of  Readers  (Last  Edition) 

Ray's  Arithmetics,  Parts  second  and  third 


(1)  The  Jonesboro  Gazette,  Jan.  15,1^59* 

(2)  The  Jonesboro  Gazette,  April  9>1^59» 


- 

o 


. 


5s 

Mitchell's  Series  of  Geographies 
Pinneo's  Grammars,  Primary  and  Analytical 
Willard's  History  of  the  United  States. 

Of  the  books  in  this  list  Mitchell's  Geographies  only  are  among 
those  recommended  by  the  State  Superintendent  in  1856, 


59 


Chapter  VII 
Teachers . 

In  the  organization,  administration  and  oonduot  of  sohools,  the  teacher 
in  the  early  institutions,  played  an  important  part.  When  a teaoher  organized 
his  own  sohool,  as  was  frequently  the  oase,  he  was  entirely  responsible  for 
its  suooess;  if  he  was  hired  by  the  town  or  community  to  oonduot  the  school, 
he  still  retained  muoh  authority  and  independence  in  regard  to  matters  relating 
to  the  school.  Before  1855,  the  classification  and  promotion  of  scholars,  de- 
cision as  to  the  number  and  oharaoter  of  the  studies  to  be  taught,  in  many  oases 
the  fixing  of  the  amount  of  tuition  to  be  paid  by  each  soholar,  were  all  matters 
whioh  were  initiated  by  the  teaoher. 

The  earliest  institutions  were  one-teacher  sohools  and  were  organized 
or  "got  up"  by  the  teaoher  himself.  This  method  has  been  described  by  one 
writer  who  says: 

“Generally  the  school  was  got  up  by  the  teacher  himself.  He  would 

go  around  among  the  people  with  a subscription  paper,  whioh  was  in  effect  a 

contraot  between  himself  and  his  subscribers,  stating  length  of  sohool  term, 

rate  of  compensation,  plaoe,  eto.  Generally  the  teaoher  was  to  "board  round", 

„(1  ) 

or  live  with  his  patrons  in  turn." 

The  notioe  of  a teaoher  who  desired  to  organize  a sohool  in  this  way, 
is  illustrative  of  the  method  used  to  gain  patronage. 

"Mr.  John  S.  Williams  is  now  at  Liok  Creek  delivering  a course  of 
leotures  on  English  grammar.  We  have  reoeived  a large  number  of  oertif ioates, 

(1)  Willard, S.,  Early  Eduo.  in  Illinois,  State  Supt . Report,  1SS3-S4,  p.CIV. 


1*1' 


60 


setting  forth  his  literary  acquirements,  and  his  peoullar  qualifications  as  a 
teaoher  of  English  grammar.  We  have  been  requested  to  publish  these  oertifioates 
but  the  number  of  signatures  attaohed  to  them  renders  it  impossible  for  us  to 
oomply  with  the  request.  From  our  knowledge  of  the  gentlemen  that  endorse  the 
pretensions  of  Mr.  W.,  we  doubt  not  that  his  olaims  to  the  publio  patronage  are 
worthy  of  consideration.  He  will  in  a few  days,  endeavor  to  get  up  a class  in 
this  oity.”^ 1 ^ 

In  a preceding  chapter  a description  of  oirouit  sohools,  common  in 

the  first  decades  of  the  period,  waa  given.  Opportunities  for  oirouit  teachers 

and  requisite  qualifications  are  indicated  in  the  following  oomment. 

'•There  is  room  for  muoh  enoouragement  to  the  friends  of  oommon  education 

in  Illinois.  The  Illinois  Patriot,  the  Gazette,  and  the  Pioneer  and  the  Western 

Baptist,  are  ably  advocating  the  cause;  and  a late  number  of  the  latter  paper 

gives  notioe  that  a number  of  well  qualified  oirouit  teaohers  can  find  employ 

in  that  state  by  making  application  as  there  directed.  We  are  glad  to  find  that 

among  the  qualifications  recommended,  are  aptness  to  teaoh,  oonoiliatory  manners 

(2  ) 

and  good  moral  character." 

Well  qualified  and  experienced  teaohers  were  the  exception  rather  than 
the  rule  for  reasons  which  contributed  generally  to  the  slow  progress  of  the 
sohools  and  indifferenoe  toward  education.  The  oomment  was  made  that  "There  is 
one  evil  that  exists  that  is  not  yet  provided  for  and  that  is  the  lamentable 
want  of  suitable  and  well  qualified  teaohers,-  an  evil  that  is  felt  in  every 
part  of  the  oountry,  and  particularly  in  the  west.  It  is  wdll  known,  that  in 
many  of  our  towns  and  settlements,  the  people  are  obliged  to  depend  on  the 
'wandering  ones'  of  other  states,  and  suoh  transient  persons  as  may  happen  'to 

oome  along,'  to  teaoh  their  sohools.  So  long  as  this  is  the  oase,  it  is  impossible 

(1)  111. State  Register,  Oot.  S,l#47. 

(2)  Annals  of  Education,  Vol.4,lS34,  p.243. 


II 


- 

.. 


. 

ubmi*b  Jlir 


■ 


■ 

■ 

■ 


i-- — - ■■  ■■ 





61 


that  the  sohools  should  be  in  a flourishing  oondition.  Whatever  the  system  may 
be,  without  good  teaohers  there  oannot  be  good  sohools.*^1 * 3 4  ' 

Concerning  the  standard  of  qualifications  of  the  early  teaohers,  Willard 

says : 


"The  standard  of  qualification  oould  not  be  high.  One  county  historian 

naively  says,  'A  few  scholars  oame  into  the  oountry  in  1S40  who  understood 

grammar  and  arithmetic.*  Everywhere  the  ability  to  read,  to  write  and  to  ’cipher 

(2  ) 

to  the  single  rule  of  three®  was  ample  qualification." 

And  another  comment  upon  the  same  subject  is  to  the  effeot  that:  "Then, 

(20  years  ago)  in  seouring  the  services  of  a teacher,  the  amount  of  wages  demanded 

by  the  applicant,  without  particular  reference  to  moral  character  or  mental 

ability  too  often  determined  the  ohoioe,  and  the  spirit  that  reigned  predominant 

in  the  school  was  sometimes  more  alooholio  than  soientifio;  now,  the  necessary 

moral  and  intellectual  qualifications  of  the  teacher  are  prescribed  by  law.**^  1 

The  due  to  the  poor-qualif ioations  situation  is  indicated  by  the 

following  statement.  "There  are  few  opinions  in  the  community  so  strong  as  the 

low  estimation  of  the  requisite  qualifications  of  a sohool  teaoher.  It  is 

nearly  the  only  occupation  for  whioh  no  peouliar  information  or  instruction  is 

deemed  necessary,  and  into  whioh  any  one  may  enter  at  any  time  when  he  has  nothing 

(4 ) 

else  to  do  - whatever  may  have  been  his  previous  occupation  or  habits." 

In  the  detailed  study  made  of  97  secondary  Institutions  the  following 
qualifications  were  noted: 


(1)  Annals  of  Eduo.,Vol.5,lS35» 

Report  of  a oommittee  to  the  Illinois  Legislature. 

( 2 ) Willard, S • , Early  Eduo.  in  111.,  Ill.Gohool  Report,  1SS3-4,  p.CIII. 

(3)  Jonesboro  Gazette,  April  9*1^59 

(4)  Illinois  Daily  Journal,  Deo. 22,  1S4S. 


. 


. 


. 


* 


; 


62 


Qualification  No . of  times  mentioned* 

Experience  23 
College  graduate  {with  degree)  10 
Good  morals  and  high  character  7 
Competency  and  ability  to  teach  5 
Well-qualified  (without  designation)  4 
Previous  suocess  3 
Minister  3 
Literary  attainment  2 
Devoted  2 
A student  2 
Skilful  2 
Diligent  2 
Good  reputation  2 
Amiable  1 
Attentive  1 
Energy  1 
Perseveranoe  1 
Patienoe  1 
Gentleness  1 
A gentleman  1 
Efficient  1 
Practical  1 


Several  teaohers  who  were  strangers  with  no  established  reputation,  or 
credentials  of  former  sucoess,  designated  a willingness  to  take  an  examination 
from  patrons,  in  order  to  prove  the  possession  of  qualifications  which  would 
enable  them  to  teaoh.  In  detailed  data  concerning  elementary  sohools,  teaohers' 
qualifications  generally  resolve  themselves  into  "attention  to  duty",  "good 
disciplinarian",  and  "good  reputation". 

A summary  of  the  duties  whioh  the  sohool  teaoher  should  perform  is 
contained  in  the  following  extraot : "What  is  a oommon  sohool  worth  that  is  not 
well  attended  by  the  soholars,  and  in  which  the  teaoher  has  no  interest  exoept 
that  of  making  out  his  number  of  days?  It  is  worth  nothing.  We  go  to  sohool  with 
the  expectation  of  learning  something  about  the  soienoes,  and  also,  something  in 
the  way  of  politeness.  But  it  is  not  infrequently  the  oase  that  our  teaohers  keep 
out  their  time  and  leave  us,  without  ever  saying  a single  word  about  the  attitudes 
in  whioh  we  should  sit  or  stand  when  we  are  at  ohuroh  or  in  genteel  company. 


-> 


.. 


- 


63 


The  oommon  school  is  the  plaoe  where  the  character  of  every  individual 
must  be  formed  who  attends  them.  Hence,  then,  I conclude  that  it  is  the  duty  of 
a sohool  teaoher,  not  only  to  keep  good  order  and  regular  hours,  but  also  to 
illustrate  in  the  simplest  manner  the  various  branohes  he  is  teaching,  and  also, 
to  instruot  his  school  at  large  in  the  rudiments  of  politeness  and  gentility.  If 
this  were  regularly  done,  and  strictly  followed  by  all  our  sohool  teachers,  does 
it  not  appear  reasonable  and  very  profitable  that  when  persons  arrive  at  the 
years  of  maturity,  and  commence  the  business  of  life  for  themselves,  that  they 
would  be  better  qualified  than  young  people  generally  are?  I think  that  to  this 
question,  all  who  are  free  from  prejudice  and  sectarian  bigotry,  will,  with  one 
voice,  answer  they  would. ^ 

Teaohers,  whose  remuneration  consisted  of  tuition  fees  and  a share  of 
the  state  sohool  fund,  usually  made  only  a soant  livelihood.  Fees  were  small  and 
hard  to  collect,  though  generally  "required  in  advanoe."  And  the  amount  of 
tuition  fees  reoeived  depended  upon  the  number  of  pupils  the  teaoher  was  able 
to  attraot,  and  the  constancy  of  their  attendance.  Teaohers  who  were  hired  by 
sohool  trustees  or  by  a community  board  reoeived  a fixed  salary  for  the  term  or 
year,  and  were  not  subjeot  to  the  fluctuations  in  salary  due  to  transient  scholars 
and  were  relieved  of  the  necessity  of  oolleoting  their  fees.  Both  fees  and  salar- 
ies were  paid,  at  times,  in  produce.  One  board  of  trustees  "Employed  Barton 
Randle  to  teach  a sohool  at  Ebenezer  for  the  term  of  three  months  from  and  after 
the  25th  of  September,  1525,  at  the  rate  of  $15  per  month,  one  half  of  which 
shall  be  paid  in  oash  and  the  other  half  in  good  merchantable  produoe  at  eaoh 
price.1  2 ^ 

An  individual  who  advooated  the  opening  of  a sohool  at  every  oourt 

(1)  Alton  Telegraph  and  Demooratio  Review,  April  6,1549* 

( 2 ) Edwardsville  Spectator,  8ept.  24,1525. 


- 


. 


< 


. : 


6’4 

house  in  the  state  in  1520,  suggests  oonoerning  the  pay  of  the  teaoher  to  be 
hired  in  each  instance,  that  "According  to  the  prices  of  produoe,  and  soaroity 
of  money,  and  the  low  prioes  of  property,  it  is  probable  that  competent  teaohers 
may  be  had  at  two  hundred  and  fifty  dollars  a year,  paid  punctually  at  the  end 
of  eaoh  quarter,  which  is  worth  as  muoh  as  double  the  sum  would  have  been  four 
years  ago.  A prudent  gentleman  would  prefer  taring  his  board  at  a genteel 
farmer’s  in  the  vicinity  of  the  town,  where  he  oould  have  it  at  fifty  dollars  a 
year,  whioh  would  leave  a neat  compensation  of  two  hundred  dollars,  whioh  in 
my  opinion  is  as  muoh  as  some  professional  gentlemen  now  obtain  in  these  'hard 
times'".^  ^ In  the  latter  part  of  the  period,  the  teaching  profession  did  not 
reoeive  as  high  remuneration  as  other  professions.  In  faot,  it  is  stated  by 
one  authority  that  “the  low  standard  in  education  attained  by  the  present  adult, 
and  we  fear  by  the  oorning  generation,  is  asoribable  mainly  to  the  faot  that 
sohool  keeping  was,  and  is,  the  least  remunerative  of  all  professions  aad  pur- 
suits, and  henoe  those  who  followed  it  generally  were  not  those  who  had  been 
8duoated  in  reference  to  it,  or  qualified  to  discharge  its  duty,  but  the  last 
shift  of  those  who  had  failed  in  everything  else,  and  only  taken  up  when  worst 
oame  to  worst.  Being  ill-qualified  mentally  and  physically  for  the  duties 

they  had  to  perform,  they  were  but  poorly  paid So  it  resolves  itself  at 

last  into  this,  that  parents  do  not  think  that  great  natural  endowments  and  high 
intellectual  attainments  are  neoessary  in  the  eduoators  of  their  ohildren,  or  at 

best  not  worth  the  money  they  will  oost.  Consequently,  the  learned  and  the  gifted 

( 2 ) 

are  driven  to  more  lucrative  and  more  respeoted  professions.1* 

Teaohers  not  infrequently  eked  out  a livelihood  by  employing  themselves 
in  other  professions  and  oooupations.  Hr.  Cross,  a teaoher  in  Kaskaskia  in  1515, 

( 1 ) Cdwardeville  Spectator,  Deo.26,1520* 

(2)  Alton  Daily  Morning  Courier,  Jan.  25,1553. 


. 


' SM  Wt  l|4  IN  M I, 


. 

- 


65 

gave  exhibitions  of  elooution  for  which  he  reoeived  money  and  probably  no  little 


advertisement.  A notioe  of  his  entertainment  reads: 

MMr.  C.(ros8)  will,  this  evening  in  the  Representative  Chamber,  give 
various  specimens  of  Elocution,  instructive  and  amusing,  original  and  seleoted. 
Tiokets  to  be  had  at  Burr  and  Christy's  Hotel. .* ^ 

The  versatility  ofanother  teaoher  who  was  engaged  in  several  occupa- 
tions besides  teaohing  is  disclosed  in  the  following  advertisement: 

"Under  the  direction  of  Franzesoo  Ciolina,  Dootor  of  Medicine  and 
Philosophy,  and  Minister  of  the  German  Christian  Churches  at  Highland,  Edwards- 

ville,  and  Alton,  a sohool  has  been  established  at  Alton Private  instruction 

will  be  given  if  required  in  the  Latin,  French,  Greek  and  Italian  languages. 
Natural  Philosophy;  and  also  in  Musio  on  Pianoforte  and  guitar,  with  singing, 
drafting  and  painting.  Young  men  who  intend  to  study  Medioine  or  surgery, 
oan  have  the  most  thorough  instruction. 

Patients,  who  are  troubled  with  any  difficult  or  ohronio  oomplaints, 
and  have  tried  other  physioians  without  suooess,  may  be  relieved  by  boarding 
with  the  subscriber  - who  will  attend  to  all  suoh  oases  with  particular  oare."v  ' 
Teaohers'  salaries  increased  throughout  the  last  deoade  of  the  period 
as  shown  by  monthly  salaries  of  teaohers,  given  in  the  State  Superintendent's 
Annual  reports  for  the  years  1&51  * 1&54  and  1 858, 


1S51 

1S54 

1S5S 

Average  Monthly  Salary  for  men 

$19.10 

$25.00 

29.66 

Average  Monthly  Salary  for  women 

10.5S 

12.00 

19.4S 

Improvement  in  the  quality  of  teaohers  and  increase  in  their  number, 
were  the  result  of  several  agencies,  among  them  a soheme  developed  by  Governor 
Slade  of  Vermont,  to  increase  the  number  and  efficiency  of  teaohers,  the  develop- 
ment of  normal  oourses  in  secondary  schools,  the  efforts  of  the  Ladies'  Assooia- 

(1)  111.  Intelligencer,  Deo.  9,  1516. 

(2)  Alton  Telegraph,  Sept.  9>l£43» 


66 


tion  for  the  Education  of  Females,  and  the  work:  of  education  societies  and 
teachers'  institutes. 

The  work  of  the  Board  of  National  Popular  Education,  headed  by  Governor 
Slade  was  sunnicurized  as  follows; 

" Through  appropriate  agencies  it  explores  the  west;  for  the 

raising  up  of  schools  and  making  arrangements  for  the  reoeption  and  competent 
support  of  female  teaohers;  while  it  receives  application  for  supplies,  invites 
such  teaohers  from  the  east,  oolleots  companies  of  them,  semi-annually  at 
Hartford,  Connecticut,  where  it  carries  them  through  a six  weeks  special  training  - 
a sort  of  teachers'  institute  - and  thence  under  proper  esoort,  send  them  to 
the  plaoe  provided. 1 2 3 ^ Of  one  hundred  and  fifty-two  teaohers  sent  out  in  three 
years,  42  filled  positions  in  Illinois.' y 

A number  of  secondary  schools  offered  Normal  oourses  in  the  latter 
part  of  the  period.  Notable  examples  are  Hillsborough  Seminary,  1645;  Mount 
Palatine  Aoademy,  1650  and  Naperville  Academy,  1652. 

The  Ladies'  Association  for  the  Education  of  Females  organized  in  1633 
had  for  its  major  purpose  the  supplying  of  teachers  to  the  oommon  schools.^' 

The  expenses  of  gaining  an  education  were  paid  by  this  sooiety  to  girls  who  wished 
to  prepare  for  teaching.  Large  numbers  of  potential  teaohers  were  aided  and  the 
influence  on  the  sohools  was  benefioial. 

A oounty  meeting  of  teaohers  was  held  in  Sangamon  County  as  early  as 
1636,  and  in  the  same  year  the  Illinois  Teaohers'  Association  was  organized  at 
Jacksonville.  After  1645,  teachers'  institut  .s  and  educational  societies  be- 
came numerous  and  proved  to  be  valuable  agendas  for  the  instruction  and  improve- 
ment of  teachers.  The  names  of  several  institutes  and  societies  were:  The  Franklin 

(1)  Illinois  Daily  Journal,  Dec. 4, 1646. 

(2)  Illinois  State  Register,  Maroh  7,1650. 

(3)  Pillsbury,  W.L., State  Supt . Report,  1665-66,  p.CXII. 


. 

4 

j ,1  it': 

' *:  ' ■ ? 


* 


< 


67 


Association  of  Common  Sohool  Teachers,  Jersey  County  Association  of  Teachers, 
Illinois  State  Teachers’  Association,  Peoria  Teachers’  Institute,  Sangamon 
Teachers'  Association,  North  Sangamon  Teaohers ' Institute,  Macoupin  County 
Education  Society,  and  Jonesboro  Teachers’  Meeting.  Teaohers  and  the  “friends 
of  Eduoat ion" were  urged  to  be  present  at  these  meetings, to  bring  reports  of 
their  respective  schools,  to  prepare  essays  on  subjeots  relative  to  the  teaching 
profession,  and  to  take  part  in  the  debates  and  disoussions  of  the  societies. 

The  notioe  of  Williamsville  teaohers'  meeting  states  that 

"A. Bronson  will  read  an  essay  on  Female  Education.  S.H. Wilber  will 
exhibit  his  method  of  teaching  penmanship  and  geography.  C.  Fresby  will  give 
his  method  of  teaohing  arithmetic.  J.  Fairohilds  will  give  his  method  of  teach- 
ing arithmetic.  E.O.  Malory  will  read  an  essay, or  deliver  an  address,  on  the 
History  of  the  United  States  as  a subject  of  free  school  study.  J.  Beckwith 
will  deliver  a lecture  illustrating  his  system  of  teaching  English  grammar.  Mr. 
Potter  will  show  his  method  of  making  good  spellers. ^ 

The  sohool  law  of  1 #55  exoluded  from  positions  in  the  schools  all 
teaohers  who  could  not  present  certificates  of  ability  to  teaoh  as  provided  for 
in  the  law.  The  3eotions  of  the  law  providing  for  the  certification  of  teaohers 
are  the  following: 

Boards  of  Examiners  - The  examination  and  qualification  of  teaohers. 

Seo.  54.  The  school  commissioner  shall,  by  himself,  or  any  two  members  of 
the  board  of  examiners,  shall  examine  all  persons  proposing  to  teaoh  a common 
sohool  in  the  oounty,  in  relation  to  his  or  her  moral  oharaoter,  and  touohing  his 
or  her  qualifications  to  teaoh  orthogrphy,  reading  in  English,  penmanship, 
arithmetic,  English  Grammar,  modern  geography,  and  the  history  of  the  United 
States;  and  if  he  or  they  shall  be  satisfied  that  such  person  sustains  a good 


(1)  Illinois  State  Journal,  Deo.  1,1#5 S, 


. 


. . . • . 


, . 


<i  * ! 


6 8 

moral  oharaoter,  and  is  qualified  perfeotly  to  teaoh  all  the  aforesaid  branches, 
he  or  they  shall  give  suoh  person  a oertifioate  of  qualification;  whioh  cer- 
tificate shall  be  good  and  valid  in  said  county  for  two  years  from  the  date 
thereof,  and  said  certificate  may  be  renewed,  at  its  expiration,  by  indorsement 

thereon  by  the  said  commissioner,  or  any  two  of  the  board  of  examiners 

Teachers  - Their  duties. 

Seo.  No  teacher  shall  be  entitled  to  any  portion  of  the  oommon 
sohool  or  township  fund,  or  be  employed  to  teaoh  any  school  under  the  control 
of  any  board  of  education  of  any  township  in  this  state,  who  shall  not  before  his 
employment,  exhibit  to  said  board,  or  to  a oommittee  of  said  board,  a certificate 
of  qualification  obtained  under  the  provisions  of  seotion  fifty-four  hereof ... ."(1) 
The  aotual  fulfilment  of  the  law  is  illustrated  by  the  following  notioe: 
"Notice  is  hereby  given  that  I have,  in  aooordanoe  with  the  provision 
of  the  new  School  law,  appointed  L.  Wm.Fern  and  N.  Pearce  as  a oommittee  to  ex- 
amine sohool  teachers,  and  said  committee  will  meet  at  the  oourt  house  in  the 
town  of  Vienna  on  Friday,  the  ISth  day  of  Kay  and  on  Tuesday  the  10th  day  of 
July  next,  and  on  Wednesday  the  10th  day  of  October  next  at  ten  o'olook  each  day 
for  the  purpose  of  examining  any  person  or  persons  wishing  to  teaoh  a oommon 
sohool  in  this  oounty  touohing  their  qualifications  to  teaoh  Orthography,  Reading 
in  English,  Penmanship,  Arithmetic,  English  Grammar,  Modern  Geography,  and  the 
History  of  the  United  States.  No  person  need  apply  who  does  not  sustain  the 

above  qualifications.  W.  H.  Culver,  Sohool  Commissioner. 

(2  ) 

Johnson  County,  111.  u 

Striot  adherenoe  to  the  letter  of  the  law  was  not  always  obtained.  Many 
teaohers  who  were  not  properly  qualified  obtained  the  neoessary  certificates  in 
some  oases  beoause  of  the  dearth  of  properly  qualified  teaohers,  or  beoause 

(1)  Report  of  the  State  Supt.  of  Public  Instruction,  IS54.  p.100  and  101. 

(2)  The  Jonesboro  Gazette,  Aug.  8,1855* 


. 


. 


' 


69 


of  partiality  and  favoritism  whown  them  by  the  examining  committee.  In 
general,  however,  the  law  resulted  in  greatly  improved  effioienoy  in  the 
teaohing  force. 


70 


Chapter  VIII 

Examinations,  Exhibitions  and  Inspection  of  Instruction. 

It  was  customary  in  both  the  elementary  and  secondary  institutions  of 
the  period  to  dose  the  school  term  or  year  with  a publio  examination  and  ex- 
hibition. The  ohief  reason  for  observing  such  a oustom  was  to  enable  parents  and 
the  general  publio  to  see  what  benefit  the  ohildren  had  derived  from  their  in- 
struction. The  future  reputation  of  both  teacher  and  school  depended  frequently 
upon  the  suooess  or  failure  of  the  exami nation. 

The  method  of  conducting  the  examination,  the  subjjeots  in  which  pupils 
were  examined,  and  the  pupils'  reactions  on  various  oooasions  when  examinations 
were  being  conducted,  are  topios  which  are  disclosed  in  several  aocounts  of  the 
important  feature  of  instruction  desoribed  in  this  ohapter. 

An  aooount  of  an  examination  in  Naperville  Academy  is  as  follows: 

"The  winter  term  of  this  Institution  closed  yesterday  with  a publio 
examination.  Quite  a number  of  the  friends  and  patrons  of  the  aoademy  were 
present  as  spectators  and  all  seemed  well  pleased  with  the  exeroises.  The  exami- 
nation of  the  olasaes  in  astronomy,  Latin,  German,  Algebra  and  Natural  Philosophy 
seemed  to  give  entire  satisfaction  to  those  present,  though  it  ’was  all  Greek  to 
us.  A large  number  of  soholars  had  prepared  compositions  whioh  were  read  and 
which  were  highly  creditable  to  the  authors,  some  of  the  pieces  bearing  unmis- 
takable evidences  of  originality 

Those  parents  wno  have  ohildren  at  sohool  show  what  interest  they 


take  in  the  advancement  of  their  children  in  knowledge  and  in  the  oause  of 


- i • -±. 


71 


( 1 ) 

education  by  attending  these  publio  examinations." 

The  report  of  the  examination  and  exhibition  of  North  Sangamon  Academy 
(165#)  indioates  both  the  oreditable  and  discreditable  features  of  the  exercises. 

"The  winter  term  of  this  school  closed  March  5th,  by  a publio  examina- 
tion and  exhibition.  Of  the  examination  we  will  first  speak.  It  v. as  well  at- 
tended by  parents  and  friends  from  a distanoe,  and  everything  as  far  as  outside 
interest  was  concerned,  indicated  much  enthusiasm  on  their  part.  The  room  was 
orowded  to  overflowing  during  the  entire  day.  The  reading  olasses  sustained  a 
very  poor  examinat ion,  something  not  at  all  unusual  in  many  of  our  schools.  The 
grammar  olasses  exhibited  thoroughness.  The  philosophy  only  fair.  The  Rhetorio 
good,  and  the  arithmetic  a very  poor  one.  The  algebra  olass  did  well;  they 
oertainly  are  entitled  to  great  oredit  for  their  promptness  and  more  than  all 
else  their  loud  speaking.  This  was  one  great  error  of  the  day;  the  scholars 
spoke  in  suoh  a low  tone  of  voioe  that  it  was  impossible  to  hear  half  of  their 
answers.  This  was  deoidedly  annoying  to  the  spectators.  Indeed,  there  was  but 

r 

one  that  did  himself  oredit  and  answered  with  clearness,  so  as  to  be  heard  by 
all  in  the  room.  If  this  had  been  the  only  examination  whioh  a failure  had 
ooourred  in  this  partioular  more  than  any  other,  we  should  not  feel  oalled  upon 
to  mention  it.  A reform  would  be  a great  benefit  here  and  it  is  suggested. 2 ^ 
At  Monticello,  a female  seminary,  an  examination  was  oonduoted  in 
lSH3,on  which  the  following  oomment  was  made:  "The  young  ladies  on  this,  as  on 
the  two  former  like  ocoasions,  when  I was  present,  exhibited  unusual  familiarity 
wnd  aocuraoy,  in  the  branoheB  of  learning  to  whioh  they  had  attended,  evidencing 
improvement  highly  oreditable  to  themselves  and  honorable  to  their  teaohers.  I 
was  foroibly  struck  by  the  facility  and  promptness  with  whioh  they  stated  the 

( i ) Du  Page  Co. Observer,  Feb.23#lS53» 

(2)  Illinois  State  Journal,  March  31»l£>5tf. 


- 


' 

- • 


. 


. 


72 


propositions  and  went  through  the  demonstrations  on  the  blackboard,  particularly 
in  Algebra  and  the  Conio  Seotions.  In  these  I have  never  known  questions 

answered  and  demonstrations  performed  more  readily  by  male  or  female  pupils 

The  performances  in  vooal  and  instrumental  musio,  and  the  written  compositions, 
showed  most  commendable  suooess,  if  not  proficiency  in  those  branohes  also.  Moral 
improvement  reoeives  the  attention  and  respect  which  its  paramount  importance 
and  inestimable  value  demand.  The  large  orowd  of  spectators  in  attendance,  not- 
withstanding the  inolemency  of  the  weather,  strongly  testified  the  deep  interest 
of  the  people  in  the  prosperity  of  the  Institution  and  the  estimation  in  which 
it  is  deservedly  held."^  ^ 

A somewhat  more  detailed  description  of  an  examination  and  exhibition 
is  given  in  the  following  report  of  the  exeroises  of  a seminary  in  Jonesboro 
in  IS59: 

"The  examination  oouznenoed  at  10  o’clock  A.M.  before  a small  but  select 
audienoe,  composed  of  a few  of  the  most  prominent  friends  of  education  in  this 
quarter;  but  although  the  audienoe  was  not  an  extensive  one,  the  examination  of 
the  pupils  comprising  the  olasses  was  .....  very  thorough.  I do  not  expeot  on  this 
00c  .sion  to  be  ade  to  give  a detailed  acoount  of  all  the  exeroises,  nor  do  I expeoi 
to  do  justioe  to  all  the  participants  engaged  therein;  but  some  of  the  classes 
particularly  deserve  the  greatest  commendation  for  the  ready  and  prompt  manner 
in  answering  all  the  questions  put  by  their  teaoher,  and  others  of  the  audienoe 
so  disposed,  whilst  aone  were  at  all  liable  in  any  manner  to  oensure,  for  all  did 
their  duty  most  nobly  and  all  manifested  the  most  thorough  training  on  the  part 
of  the  teaoher.  I was  particularly  delighted  with  the  olass  in  Geography.  They 
went  over  the  whole  ground  of  this  arduous  and  intricate  study  with  ease,  graoe 
and  facility,  showing  a thorough  and  praotioal  knowledge  of  this  useful  branoh. 

( 1 ) Alton  Telegraph,  March  25,1 


< 


< 


. 


. 


73 


The  forenoon  Grammar  olass,  too  went  through  all  the  minutiae  of  parsing, 
analyzing  and  transposing  the  most  diffioult  sentences  to  be  found  in  the 
language  with  aoouracy  and  promptness. 

The  afternoon  was  ocoupied  by  the  reading  of  the  various  compositions 
of  the  pupils  and  the  olasses  in  Arithmetic.  The  compositions  were  all  good 
and  some  of  them  evinoed  a maturity  of  judgment  and  profundity  of  thought  truly 
surprising  in  suoh  youthful  aspirants  for  literary  honors.  The  examinat ion 
throughout  was  oonduoted  in  an  impartial  and  thorough  manner,  it  being  apparent 
to  all  that  the  chief  idea  with  the  principal  was  to  plaoe  the  pupils  before 
the  audience  in  such  a light  that  the  exact  progress  and  profioienoy  of  each 
pupil  might  be  accurately  brought  to  view,  and  the  advancement  be  made  known  to 
all.  The  examination  dosed  at  about  five  o ‘'clock,  all  being  highly  pleased 
at  the  order,  discipline  and  improvement  manifested  by  the  pupils. 

At  seven  o'olock  the  Town  Hall  was  filled  to  overflowing  with  an 
anxious  and  expectant  audience  of  ladies  and  gentlemen  of  Jonesboro  and  Anna, 
all  on  the  "qui  vive"  for  pleasure  and  entertainment.  It  would  seem  invidious 
to  draw  comparisons,  where  all  performed  their  parts  so  well  - at  least  the 
general  expression  testifies  that  a better  exhibition  has  never  been  witnessed 
in  Jonesboro.  The  vast  audience  were  now  oonvulsed  with  laughter  at  some  of 
the  happy  hits,  and  anon  eleotrified  at  the  eloquent  displays  made  by  the  speak- 
ers. It  were  faint  praise  to  say  the  audienoe  were  highly  entertained;  nay, they 
were  made  to  feel  proud  of  the  progress  of  education  now  being  made  in  our  midst. 
.....The  examination  and  exhibition  alike  oreditable  to  teaoher  and  pupils  dear- 
ly demonstrates  that  she  has  nobly  acquitted  herself."^  ^ 

But  "All  that  glisters  is  not  gold"  aooording  to  one  oritio  of 
methods  of  conducting  examinations,  who  says,  commenting  upon  the  expedients 


(1)  Jonesboro  Gazette,  Feb.5>lS59 


■ 


><  . 1 


’ 


74 


invented  by  teaohers  to  humbug  parents. 

"The  most  common  and  most  successful  one  is,  to  ooirmenoe  preparing  the 
pupils  for  examination  day  from  the  first  day  he  enters  sohool.  On  examination 
day,  it  requires  not  one  with  the  aouteness  of  vision  to  see  through  a mill-stone, 
to  penetrate  the  thin  gauze  that  hides  the  shallow  deception  and  miserable  farce 
beyond.  Everybody  sees  it  except  the  deluded,  doting  parents;  they  see  nothing 
but  prodigies  of  learning  and  talent  in  the  performances. 

We  have,  on  many  oooasions,  seen  the  evidences  of  this  arduous  training, 
and  drilling  for  examination.  We  have  heard  simple  Miss  A.  say  that  Miss  B.,  who 
was  to  read  that  verse,  or  answer  that  question,  or  perform  that  example,  is  ab- 
sent, and  we  have  seen  so  much  of  the  lesson  as  was  assigned  to  the  absentee 
passed  over.  We  have  seen  and  heard  pupils  give  demonstrations  of  some  of  the 
most  intricate  problems  of  Euclid,  who  could  not  tell  the  difference  between  an 
acute  and  obtuse  angle,  or  between  a vertioal  and  horizontal  line.... 

Now  why  is  it  that  parents  aremade  the  dupes  and  victims  of  such  gross 
impositions.....  They  have  offered  a premium  for  them  by  demanding  the  perform- 
ance of  impossibilities  under  the  oonditions  imposed. 

One  exhibition  which  was  given  for  another  purpose  than  that  of  dis- 
playing the  results  of  teaohing  was  announced  in  the  following  advertisement: 

'•The  students  at  the  Seminary  will  give  another  Exhibition  next  Friday 
evening,  for  the  purpose  of  furnishing  globes,  maps,  etc.,  for  the  school.  They 
gave  one  last  Friday  evening,  and  every  person  enjoyed  themselves  hugely  without 
oost,  and  now  that  they  wisn  to  present  their  teaohers  with  a tribute  of  respeot, 
we  hope  the  house  will  be  none  the  less  orowded  that  it  is  at  25  oents  admittance?" 

Examinations  assumed  a different  oharaoter  after  the  transition  from 
private  to  free  sohools.  They  beoame  less  superficial  and  more  tests  of  aotual 

(1)  Alton  Daily  Morning  Courier,  Jan.  29, 1#53  • 

(2)  Jonesboro  Gazette,  Jan.  16,1^56. 


. 


■ 


. 


: 


■ 


75 


ability  and  progress  on  the  part  of  the  pupils*  In  Springfield  in  1 856,  at  the 
olose  of  the  first  terras  work  in  the  free  sohool,  the  board  of  sohool  inspeotors 
visited  the  various  olassrooms,  and  examined  the  work  done  by  pupils  and  teaohers. 
After  commenting  in  detail  upon  the  sohool  work  observed  in  four  days  of  inspeotio 
one  inspector  says: 

“We  may  be  permitted  here  to  remark,  taking  into  consideration  the  faot 
that  this  was  the  close  of  the  first  term  of,  we  may  say,  an  experiment  in  the 
system  of  public  sohools  in  this  oity  and  the  other  faot,  that  for  this  examina- 
tion no  previous  notice  had  been  given,  no  preparation  made,  nothing  but  the  every 
day  routine  of  studies  and  exercises  gone  through  with,  it  oertainly  was  a most 
gratifying  speotaole."^ 1 ^ 

The  publio  examination  was  a sooial  as  well  as  eduoational  function 
and  although  it  sometimes  erred  on  the  eduoational  side,  the  benefits  of  its 
sooial  features  were  evident.  It  served  to  maintain  a proper  relation  between 
parent  and  sohool  and  was  the  connecting  link  between  the  sohool  and  the  com- 
munity, and  in  performing  such  a service,  it  was  a valuable  device  for  seouring 
community  cooperation  in  eduoational  matters* 

No  rigid  and  uniform  inspection  of  sohools  was  maintained  throughout 
the  period  in  the  eduoational  institutions  exoept  in  a few  oommunit ies  in  whioh 
oity  sohool  systems  were  maintained  and  systematically  inspected.  Parents  and 
trustees  usually  visited  the  schools  only  at  examination  time  when  conditions 
were  to  some  extent  abnormal,  and  oonditions  were  not  typioal  of  the  daily  routine 
One  writer  attributes  the  poor  condition  of  the  schools  to  laok  of  inspection. 

He  says, 

"There  are  many  other  reasons  why  oonmon  sohools  are  no  better. 


(1)  111. State  Register,  July  24,1#56. 


. 


f* 


< 


76 


One  is,  that  the  employers  or  school  directors,  seldom  go  to  the  sohool  house 

and  learn  for  themselves  what  is  going  on;  and  henoe  generally  all  that  they 

(1 ) 

know  they  get  from  their  children.” 

Another  writer  urging  better  sohool  inspection  states, 

“In  a former  communication  I urged  parents  to  visit  the  school  for  the 
encouragement  of  their  own  ohildren;  and  I trust  the  time  is  nearly,  even  in 
Illinois,  when  parents  and  friends  will  often  be  found  in  the  sohool  room.  I also 
hope  the  time  has  already  arrived  when  those  selected  to  superintend  our  schools 

will  be  found  faithful Let  them  oall  often  - not  as  mere  overseers,  whose 

only  business  is  to  see  that  others  do  their  duty;  but  as  friends  who  oan 
sympathize  with  the  faithful  teacher  in  his  difficulties,  and  rejoice  in  the  pros- 
perity of  the  school.  Let  us  be  provided  with  faithful  sohool  directors,  and  the 

sohool  system  of  Illinois  will  soon  be  equal  to  that  of  the  most  highly  favored 

( 2 ) 

state  in  the  Union." 

A third  writer  points  out  four  benefits  to  be  derived  from  the  frequent 
visits  of  parents  to  the  schools.  He  says  that  "Parents  must  not  only  visit  the 
schools  where  their  ohildren  are,  beoause  they  may  be  blinded  by  their  partial- 
ities, or  imposed  upon  by  the  teaoher,  anxious  to  retain  their  patronage,  but 
visit  all  the  sohools  in  the  neighborhood  - public  and  private.  Then  they  will  be 
able  to  institute  a comparison  between  their  relative  merits,  and  seleot  the  best 
within  their  reaoh  for  their  ohildren.  Impositions  will  then  beoome  less  frequent 
if  not  impossible,  for  teaohers  will  feel  that  the  attention  of  the  Argus-eyed 
Publio  is  fixed  upon  them.  Another  good  will  flow  out  of  it;  they  will  beoome 
acquainted  with  the  teaohers  of  their  ohildren,  will  know  how  to  appreciate  them, 
from  kind  relations  with  them,  will  learn  their  trials,  difficulties  and  dis- 

(1)  Alton  Telegraph  and  Dem*  Review,  April  6,l£>49» 

(2)  Alton  Telegraph  and  Dem. Review, July  9>1S45» 


' 


77 


oouragements,  and  thus  sympathize  with  them,  and  assist  and  enoourage  them* 
Moreover,  they  will  then  be  able  to  judge  the  probability  or  otherwise  of  the 
many  idle  reports  that  get  afloat  in  the  community  respeoting  the  government  and 
discipline  of  the  schools,  and  not  be  imposed  upon  by  either  their  own  or  their 
neighbor's  ohildren 

We  speak  by  authority  when  we  say  that  not  one  in  twenty  of  the  parent* 
who  have  ohildren  attending  the  oity  sohools  have  ever  visited  them  or  know  from 
personal  observation  how  and  by  what  means  their  ohildren  are  receiving  mental 
culture .*• .We  wish,  and  we  admonish  parents,  to  think  seriously  upon  the 
subjeot  of  visiting  sohools.1'  1 1 


(1)  Alton  Daily  Morning  Courier,  Jan. 29, 1&53  • 


_ri'>  -‘lot' 


1$ 


Chapter  IX 

Female  and  Co-eduoat ion. 

The  popular  oonoeption  of  female  eduoation  throughout  the  period  was 
that  girls  were  to  be  educated  as  fully  as  boys  but  not  with  them*  Some  educa- 
tors, it  is  true,  did  not  believe  that  girls  should  have  an  eduoation  similar 
to  that  of  boys,  and  still  others  advooated  oo-eduoation  for  every  eduoational 
institution  and  for  every  individual.  Persons  who  entertained  such  conceptions, 
however,  were  in  the  minority.  The  support  of  the  ideal,  that  the  eduoation 
of  women  should  oonform  to  that  of  men,  is  presented  by  an  eduoational  writer  who 
opens  his  argument  with  the  theory  that  the  natural  oapaoity  of  the  sexes  is 
equals  He  says:.... "If  the  capacity  of  the  sexes  is  equal  should  they  receive 
a similar  eduoation?  So  far  as  their  employment  corresponds  their  education 
should  be  one.  Their  duties  to  &od  and  to  themselves  are  the  same;  likewise 
in  a great  degree  to  their  children  and  to  society.  All  knowledge  whioh  tends 

to  improve  the  heart,  refine  the  taste,  and  inform  and  direot  the  Judgment,  is 

M(l) 

as  neoessary  to  a woman  as  to  a man.” 

Commenting  upon  the  ability  of  girls  to  pursue  studies  whioh  boys 
only  were  supposed  to  be  oapable  of  mastering,  another  writer  says, 

"The  readiness  with  whioh  difficult  problems  in  arithmetic  were 
solved  by  some  of  the  young  ladies  surpassed  anything  of  the  kind  that  we 
reoolleot  to  have  witnessed  elsewhere The  error  has  been  too  prevalent 

that  mathematical  studies  were  useless  to  young  ladies;  but  nothing  is  more 
dear  than  the  faot  that, besides  their  practical  utility,  they  give  a stability 

(1)  Edward6Ville  Speotator,  Hay  31,1^25* 


■ 


: • Ui 


. 


T9 


and  vigor  to  the  mind  for  whioh  the  more  fashionable  aooompli6hments  of  female 
education  are  unfavorable.'5^  A ^ 

From  the  reports  of  many  publio  examinations  held  throughout  the  state 
it  may  be  oonoluded  that  similar  subjects  were  pursued  by  boys  and  girls. 

At  least  two  individuals  stated  objections  to  the  notion  that  girls 
should  receive  an  education  in  the  olassios  and  “higher  branoheB."  One  individual 
states  that  “there  may  be  single  individuals  among  girls  who  have  a great  dis- 
position to  learn  languages,  let  them  exercise  their  talent,  but  let  them  not 
be  a standard  for  girls  in  general.  I am  sure  that  few  of  them  as  well  as  of 
boys,  will  be  greatly  delighted  with  a study  of  the  olassios.  On  the  other 
hand,  I doubt  that  on  aooount  of  this  acquirement,  girls  become  better  wives 
and  better  mothers,  and  that  they  will,  for  this  reason,  gain  the  affection  of 
their  husbands."^  ^ 

And  the  other  reports  that  "Not  long  ago  an  individual  was  ashed  why 

he  did  not  send  his  daughters  to  sohool.  * It ' s of  no  use,'  says  he,  'I  oan 

learn  them  to  re  id  at  home  so  as  to  read  the  testament  and  that *8  enough.  It's 

none  of  their  oonoern  to  transaot  business  - and  of  what  use  is  geography  and 

(3  ) 

grammar  in  making  bread  and  frying  baoon?,w 

Some  idea  of  the  extent  of  the  provisions  for  the  education  of  girls 
may  be  gained  from  the  following  figures: 

Of  the  97  secondary  institutions  studied: 

33  were  for  girls  only. 

2 were  for  girls  and  boys  under  S . 

37  were  for  both  boys  and  girls. 

6 were  for  boys  only. 

17  gave  no  indication  as  to  sexes  admitted. 

(1) Illinois  State  Register,  Nov.2,lS3S. 

(2)  111. Daily  Journal,  Dec.7,lS33. 

(3)  111.  Daily  Journal,  Oot . 3,1£H£* 


..  < ' i i • 


£ 


. • 


. 


. 


so 

These  figures  would  indioate  that  ample  provision  was  made  for  the 
education  of  girls,  and  since  the  elementary  sohools  commonly  admitted  both 
sexes  on  equal  terms,  it  is  evident  that  female  education  was  well  provided  for. 

The  Ladies’  Association  for  educating  females  enoouraged  the  cause  of 
female  education,  by  providing  gratuitous  instruction  to  girls  who  would  prepare 
for  teaohing.  In  an  address  before  the  members  of  the  society  the  reasons  for 
giving  gratuitous  instruction  to  women,  were  stated.  Part  of  the  address  is 
as  follows: 

"These  girls  oannot  eduoate  themselves*  It  is  absolutely  essential 

that  they  should  have  assistance.  Young  men,  of  industry  and  energy,  oan 

eduoate  themselves.  But  these  girls  oan  earn  but  $1.50  per  week,  and  out  of  that 

they  must  olothe  themselves.  Then,  as  things  are,  the  expense  attending  the 

education  of  the  young  women  is  greater  than  that  attending  the  education  of 

( 1 ) 

the  young  men.  This  sooiety,  then,  most  evidently  meets  a great  want." 

In  the  fourth  annual  report  of  the  Ladies'  Association  for  the  educa- 
tion of  females  was  an  address  delivered  by  Professor  Post  of  Jacksonville, 
Illinois,  before  the  annual  meeting  of  the  society.  Professor  Post  "in  sketching 
the  outlines  of  what  would  constitute  a good  female  education,  has  insisted  that 

every  female  should  be  made  acquainted  with  mental  philosophy  and  hygiene;  and  the 

( 2 ) 

simple  principles  of  ohemistry  and  medicine." 

Rot  all  education  of  girls  consisted  of  subjects  as  aoademio  as  these. 
Many  of  the  schools  were  "finishing  schools"  attended  by  fashionable  young 
ladies,  who  wished  instruction  in  the  polite  aooomplishments  and  manners  of 
sooiety.  The  question  was  asked  at  one  time,  "What  is  the  life  of  a would-be 
fashionable  young  lady?  It  is  to  go  to  a model  boarding  school,  kept  by  an  ex- 
Frenoh  milliner."^  ^ 

( 1 )Alton  Daily  Morning  Courier,  July  15,1552* 

(2)  Annals  of  Education,  Vol.VIII,  1535,  p.154. 

(3)  Illinois  State  Register,  Maroh  17,1554. 


. 


■ 


- 


si 


In  the  beginning  of  the  ohapter  it  was  stated  that  the  popular  con- 
ception of  education  was  that  girls  should  be  eduoated  as  fully  as  boys  but  not 
with  them.  Of  97  secondary  institutions,  it  was  shown  that  37  provided  education 
for  both  boys  and  girls,  and  would  on  first  notice  seem  to  indicate  the  girls 
were  educated  with  boys,  in  a large  number  of  institutions.  But  of  the  37 
institutions  providing  education  for  both  boys  and  girls,  the  majority  of  the 
schools  gave  the  instruction  in  entirely  separate  departments.  In  the  smaller 
schools  it  was  of  course  impractical  to  form  distinct  departments  for  the  sexes; 
but  in  the  larger  sonools  the  unvarying  oustom  was  to  give  instruction  in  two 
separate  departments,  with  different  rooms,  female  teaohers,  and  no  means  of 
communication  between  the  sexes  while  at  school.  In  the  elementary  schools, 
however,  oo-eduoation  was  more  oommon.  Separate  education  for  pupils  in  the 
higher  olasses  was  frequently  objected  to.  One  writer  says,  "What  i6  curious 
enough  I find  many  people  - fathers,  mothers,  teachers,  who  are  agreed  that  in 
the  sohools  of  the  lower  olasses  the  two  sexes  may  be  safely  and  advantageously 
associated,  yet  have  a sort  of  horror  of  the  idea  of  such  innovation  in  sohools 
for  the  higher  olasses.  One  would  like  to  know  the  reason  for  such  a distinction, 
instead  of  being  encountered  as  is  usual,  by  a sneer  or  a vile  innuendo."*'1 2^  And 
another  — "Under  the  present  system  of  fashionable  education,  the  youth  are 
separated  early,  and  sent  from  home  to  institutions  where  the  bar  of  sex  is  rigid- 
ly adhered  to  - and  they  are  turned  out  in  the  world,  knowing  nothing  of  universal 
human  nature,  save  what  they  have  gathered  from  the  pages  of  a sentimental  tale  or 
the  rhymes  of  some  sickly  poet."^^ 

The  common  praotioe  of  separating  the  male  and  female  departments  may 
be  observed  in  Vandalia  High  Sohool,  which  in  1S30  had  the  following  provision: 

(1)  Illinois  State  Register,  Hov.20, 1&56. 

(2)  Alton  Daily  Morning  Courier,  Aug. 5, 1&52. 


. 


82 


"A  Female  Department. 

Is  attached  to  the  sehool,  under  the  care  ofa young  lady  who  teaohes 
girls  of  any  age,  and  boys  under 

With  the  establishment  of  free  schools  the  custom  of  providing 
separate  departments  of  instruction  for  the  sexes  was  continued. 


(1)  Illinois  Intelligenoer , Nov. 6, 1630 


Chapter  X 


S3 


The  Establishment  of  the  Free  Sohool  System. 

The  appointment  in  1554  of  Ninian  Edwards  as  State  Superintendent  of 
Publio  Instruction,  and  the  enaotment  in  1555  of  the  school  law  providing  a 
system  of  free,  tax-supported  schools  and  adequate  supervision,  effected  many 
radical  ohanges  in  the  oharaoter  of  the  educational  institutions  in  the  state. 
Aoademies  were  ohanged  to  publio  graded  sohools  or  high  schools;  and  in  place 
of  private  elementary  schools,  ungraded  and  inadequately  supervised,  and  often 
inefficiently  taught,  appeared  the  new  system  of  common  schools. 

Superintendent  Powell  sums  up  the  results  of  the  oommon  sohool  movement 
during  the  first  two  years  of  the  new  regime  as  follows: 

“1.  The  establishment  of  the  State  Normal  University. 

2.  The  organization  of  the  district  school  library  in  1,000  districts. 

3.  The  building  of  3 #000  new  sohool  houses. 

4.  The  support  of  free  sohools  for  nearly  seven  months  in  the  year  In 
nearly  all  the  sohool  districts  in  the  state. 

5*  The  addition  of  200  new  sohool  districts. 

6.  The  organization  of  50  teachers’  institutes. 

7 The  changing  of  two-thirds  of  the  private  aoademies  and  seminaries 
into  publio  graded  sohools. 

5.  A great  improvement  in  furniture  and  apparatus. 

9.  The  awakening  and  building  up  of  an  all-powerful  and  constantly 
growing  publio  opinion  in  all  portions  of  the  state,  especially  in  the  southern. 


. 


■ 


: 


. 


ST4 

in  favor  of  publio  education,  whioh  has  had  no  parallel  in  the  history  of  the 

M(1  ) 

oountry." 

Mi-.  Powell,  in  his  report  for  1857 -58  makes  the  following  statement 
in  regard  to  the  ohange  in  oharaoter  of  the  educational  institutions: 

"It  is  highly  gratifying  to  be  able  to  state  that,  while  a considerable 
number  of  these  institutions  (academies  and  seminaries  ) are  still  in  operation, 
in  various  portions  of  the  state,  two-thirds  of  those  in  existence  two  years 
sinoe  have  given  place  to  the  Publio  Sohools,  or  been  themselves  transformed  into 
union  Graded  Schools,  under  the  law.  In  no  particular  has  the  vitality  and 
adoption  of  the  principle  of  Free  Sohools,  to  the  wants  of  the  people  of  a re- 
publican state  like  this,  been  more  dearly  manifested,  than  in  the  summary 
manner  in  whioh  the  Publio  Sohools  of  this  state  have  taken  possession  of  the 
ground  heretofore  occupied  by  the  Private  Schools,  both  high  and  low.  Soaroely 
two  years  have  elapsed  since  the  Free  School  system  went  into  operation  in  this 
state  and  in  that  brief  period  it  has  nearly  swept  the  entire  field  of  the 
thousands  of  Private  Sohools  which  then  existed.  Truly  those  who  cling  so  ten- 
aciously to  the  old  feudal  and  Anti-American  system  of  educating  the  rioh  alone, 
will  soon  have  to  abandon  their  ground;  for  that  only  just  principle  of  making 

’the  property  of  the  state  eduoate  the  ohildren  of  the  state',  has  nearly  taken 

(.2  ) 

entire  possession  of  the  Publio  mind." 

Ninian  Edwards  stated  the  advantages  of  public  schools  over  private 
institutions  in  the  following  words: 

“ in  a pecuniary  point  of  view  it  (the  publio  school)  presents 

advantages  over  the  private  school,  which  mu;t  challenge  the  wealthy  as  well  as 
the  poor Upon  the  whole,  I am  fully  persuaded  that  the  free  sohools,  as  a 

(1)  Report  of  Com.  of  Eduo.  l£9#-99>  Vol.  I,  p.3&H* 

Data  from  111.  State  Supt . Report,  1857-58 , p.69» 

(2)  State  Superintendent's  Report,  1S57-5&P  p»16. 


, 


■ 


' 

..  v.  il  aooB  Ui 


■ ■ 


*5 

general  thing,  are  better  than  even  the  most  seleot  private  ones.  There  are  more 
people  interested  in  them,  and  there  is  a public  spirit  at  work  in  their  sup- 
port.m(  1} 

A system  of  free  schools,  completely  organized  and  oareffully  graded, 
did  not  immediately  supplant  the  older  type  of  schools.  The  transition  from  one 
to  the  other  was  a gradual  prooess,  extending  over  a period  of  years,  and  en- 
countering invidious  opposition  from  time  to  time. 

That  the  provisions  of  the  law  of  1&55  were  not  aocepted  without  op- 
position is  demonstrated  by  the  following: 

"The  subjeot  of  the  Common  Sohool  Law  of  the  state  has  thus  far  oooupied 
a considerable  share  of  the  attention  of  the  Legislature,  and  has  been  the  subjeot 
of  much  interesting  debate.  Proposed  amendments,  some  going  to  the  length  of 
destroying  the  whole  system  have  been  proposed;  but  we  think  it  is  dear  from 
the  votes  already  taken  that  the  Sohool  Law  has  too  many  strong  friends  on  both 
sides  of  the  House  to  be  materially  ohanged.  A proposition  abolishing  the  offioe 
of  Sohool  Superintendent,  was  a few  days  ago  voted  down  by  a good  majority  and  ,i*ay 
be  regarded  as  a test  vote We  understand,  after  a full  and  oareful  examina- 

tion of  the  present  Sohool  Law  by  the  Committee  on  Eduoation  of  the  two  houses  in 
the  joint  session,  they  have  agreed  to  let  the  law  in  all  its  main  features  re- 
main just  as  it  is."(?) 

In  1&56,  oitizens  of  Sangamon  County  held  a meeting  at  whioh  opposition 
to  several  features  of  the  school  lawwas  expressed.  The  following  resolutions 
were  adopted: 

"Whereas  the  late  apportionment  by  the  auditor  of  the  two  mill  tax  as- 
sessed for  sohool  purposes,  compared  with  the  taxes  paid  in  by  the  counties, ex- 
hibits a loss  to  Sangamon  of  nearly  eleven  thousand  five  hundred  dollars,  more 

(1)  State  Supt.  Report,  1&54-,  p.£>. 

(2)  Illinois  State  Journal,  Feb.2,l&59* 


- 


■ 


8 6 

than  half  of  what  was  colleoted  from  our  people;  and  whereas  this  is  but  a 
glimpse  of  the  unequal  and  unjust  opperation  of  our  revenue  laws  for  years, 
bearing  so  oppressively  upon  the  oitizens  of  Sangamon;  therefore 

Resolved,  That  the  two  mill  tax  ought  to  be  repealed,  and  the  law 
otherwise  amended. 

Resolved,  That  the  assessment  of  property  in  the  various  oounties,  under 
the  present  revenue  laws,  should  be  submitted  to  a board  of  state  offioers  for 
revision,  whose  duty  it  should  be  to  equalize  the  assessment  to  suit  the  aotual 
wants  for  interest,  and  for  the  ordinary  expenses  of  government. 

Resolved,  That  we  will  not  support  any  oandidate  for  State  Legislator, 
governor,  or  school  superintendent,  who  does  not  make  unequivooal  pledges  in 
favor  of  the  repeal  of  the  two  mill  school  tax  and  an  equalization  of  assessments 
in  all  parts  of  the  state.*1^^ 

The  law  was  not  instantly  effective  as  was  shown  by  the  laxity  in  its 
observance  exhibited  in  one  locality.  This  condition  was  deplored  by  one  individ- 
ual who  reports: 

MWe  find,  upon  examinat ion,  that  in  aooordance  with  the  instructions 
of  the  State  Superintendent,  our  present  School  system  is  being  shockingly  abused. 
For  the  sake  of  a little  popularity  instructions  have  been  issued  contrary  to  the 
letter  and  spirit  of  the  law,  allowing  those  to  become  teaohers  who  are  void  of 
a 8 ingle  qualification  whioh  the  law  deolares  they  shall  have.  How  is  this? 

If  the  law  is  a good  one,  try  it  upon  its  merits,  and  not  seek  to  Blarney  the 
people  and  have  them  adopt  a law  whioh  will  not  answer  the  purpose  for  whioh  it 
was  made.  We  believe  the  law  is  a good  one,  and  a positively  and  sinoerely  op- 
posed to  allowing  those  who  are  wholly  incompetent  having  no  pretensions  whatever 

to  respectability,  to  come  in  competition  with  those  who  have  spent  half  a life 
(1)  Illinois  State  Register,  April  24,1#56. 


. 


' • 


. 


. 


. . 


time  to  qualify  themselves  to  teaoh  what  the  law  says  they  shall  be  able  to 


5? 


teaoh.  If  the  present  oonstruotion  of  the  School  Law  is  the  true  one,  the  law 
itself  is  a bad  one,  and  is  for  little  use  more  than  to  burden  the  people  with 
taxes.  We  say  again  to  those  in  charge  of  our  free  sohool,  to  try  the  law 
upon  its  merits;  and  if  it  is  a good  one  it  will  stand,  but  if  it  is  not  let 
it  fall,  for  we  assure  you  however  little  education  the  people  of  this  county 
may  have,  they  are  not  so  blind  to  their  own  interest  as  to  let  merit  go  un- 
rewarded, nor  to  long  suffer  themselves  praotioed  upon  after  the  style  they  are 
at  present 

The  law  of  1555  has  been  oalled  the  cornerstone  of  the  educational 
structure  of  the  state;  and  one  writer  declares  that  at  this  time,  "The 

( 2 ) 

great  revival  of  popular  education  had  at  length  struck  the  new  Northwest." 

From  this  time  on  improvement  and  achievement  mark  the  progress  of 
education  in  Illinois  and  attend  the  development  of  its  institutions  to  a 
greater  extent  than  had  hitherto  been  possible. 


(1)  The  Jonesboro  Gazette,  April  16,1556. 

(2)  Report  of  Com.  of  Eduo.,  1595-99,  Tol.I,  p.35H 


« 


ss 


Chapter  XI 
Conclusion. 

The  people  who  settled  in  Illinois  brought  with  them  the  eduoational 
ideals  of  New  England  and  the  South.  The  progress  of  education  was  slow  in  the 
early  part  of  the  period  due  to  the  hardships  of  frontier  life  and  the  sparseness 
of  population.  A free  sohool  law  passed  in  1S25  was  repealed  later,  not  to  be 
reenaoted  until  1S55«  Public  opinion  favored  the  private  rather  than  the  free 
sohool  with  the  result  that  the  private  sohool  became  the  dominant  type  of 
eduoational  institution  throughout  the  period. 

Opinions  concerning  the  need,  value  and  aims  of  education  were  ex- 
pressed by  educators  and  statesmen  in  Illinois  at  an  early  date.  The  belief 
that  the  aim  of  education  was  to  preserve  democracy  and  the  Republic  was  the 
keynote  of  these  expressions. 

An  early  type  of  elementary  institution  was  the  itinerant  sohool,  a 
school  taught  for  only  a part  of  a day  or  week  at  a time  throughout  the  year. 

The  teaoher  of  suoh  a sohool  divided  his  time  among  a nunber  of  suoh  sohools. 

More  permanent  sohools  were  established  as  the  size  and  wealth  of  the  community  in- 
creased. Sohools  were  frequently  organized  by  the  teaoher  himself.  In  some 
communities  groups  of  oitizens  formed  corporations  for  the  purpose  of  organizing 
sohools.  In  some  sohools  the  rate  of  tuition  was  fixed  by  the  corporation  or 
town  and  the  teaoher  was  hired  by  trustees  of  the  sohool.  The  subjeots  generally 
taught  were  the  "common  branohes,"  reading,  writing,  arithmetic  and  spelling; 
grammar,  history  and  geography  were  taught  in  the  larger  sohools.  The  sohool 
year  was  three  or  four  terms  or  quarters  inlength.  Tuition  oharges  were  made 
by  the  quarter  and  usually  entitled  pupils  to  instruction  in  all  branohes  of 


S9 

study.  Gratuitous  instruotion  was  given  to  paupers  and  orphans  in  some  schools 
and  was  required  by  law  for  a short  time  in  all  sohools  receiving  appropriation 
from  the  state  common  school  fund.  Few  efforts  at  gradation  were  made  before 
IS55.  The  small  number  of  soholars  made  classification  unnecessary  and  almost 
impossible.  As  the  school  population  increased,  gradation  sohemes  were  suggested 
but  were  not  generally  adopted. 

The  distinction  between  the  elementary  and  secondary  institutions  is 
difficult  to  disoern  beoause  the  fact  that  the  scope  and  character  of  the  two 
types  of  institutions  were  never  sharply  differentiated.  However,  a distinction 
may  be  made  between  those  institutions  which  offered  only  elementary  instruction 
and  those  which  offered  secondary  courses  or  both  elementary  and  secondary 
ourrioula.  The  latter  may  be  designated  as  secondary  sohools. 

The  name  "Academy"  was  the  most  popular  term  applied  to  private  second- 
ary sohools.  The  name  "Seminary"  was  also  oommonly  used;  and  many  others  in- 
cluding "High  School",  were  applied  to  similar  institutions.  More  than  fifty 

were 

subjects  of  instruotion  offered  in  97  schools.  Tuition  charges  were  oommonly 
based  on  the  number  and  kind  of  studies  pursued,  though  in  some  boarding  sohools 
a uniform  oharge  was  made.  Equipment  and  housing  conditions  improved  as  the 
wealth  and  popularity  of  the  institutions  increased.  Several  sohools  had  well 
equipped  laboratories,  libraries  and  museums  at  an  early  date.  Various  methods 
of  instruction  were  adopted  by  different  teachers.  Hiwever,  in  most  schools  the 
teacher  served  only  as  a guide  in  the  use  of  the  text-book  and  was  mechanical 
and  unresourceful  in  his  teaohing.  The  aims  of  instruotion  of  the  secondary 
schools  were  to  train  teaohers,  to  prepare  youths  for  life,  to  prepare  students 
for  oollege  and  to  give  oulture.  Sectarianism  did  not  dominate  the  sohool  be- 
oause of  the  fact  that  charters  were  refused  to  sohools  advocating  any  particular 
sect.  Religious  instruotion  was  a oommon  course  of  study  in  many  sohools  but 


90 


was  not  used  for  furthering  the  cause  of  any  denomination. 

The  laok  of  uniformity  in  text -books  whioh  was  not  overcome  before 
the  close  of  the  period,  was  due  to  the  general  laok  of  uniformity  in  schools  and 
in  oourses  of  study.  Text-books  were  expensive,  and  uniformity  would  have  re- 
quired the  purohase  of  new  books  in  most  instances.  Some  texts  were  of  poor 
quality;  a few  were  good  and  gained  deserved  popularity.  Several  attempts  were 
made  by  education  societies  and  the  State  Superintendent  to  secure  uniformity 
of  text-books  both  before  and  after  the  passage  of  the  free  school  law,  but  little 
was  accomplished  before  l£6Q. 

A number  of  special  educational  institutions  supplemented  the  work  of 
the  elementary  and  secondary  schools.  These  were  the  evening  schools,  business 
schools  and  oourses,  and  language  classes.  These  institutions  supplied  instruction 
part  of  whioh  oould  not  be  obtained  in  the  regular  institutions.  The  evening 
schools  enabled  the  illiterate  adult  population  to  receive  the  rudiments  of  an 
educat ion. 

Examinations  and  exhibitions  oonducted  at  the  olose  of  the  school  term 
or  year  were  provided  for  the  purpose  of  exhibiting  the  results  of  instruction. 
These  performances  were  frequently  perfunctory  and  stereotyped  and  were  not  always 
truthful  exhibitions  of  the  pupils'  information  or  scholarship.  However,  the  public 
examination,  attended  by  parents  of  pupils  and  friends  of  education,  served  to 
Interest  the  community  in  the  school  and  was  a unifying  and  socializing  force. 

Until  after  the  passage  of  the  free  sohool  law  there  was  little  inspeotion  of 
sohools,  other  than  oooasional  visits  of  parents  or  trustees. 

The  general  feeling  throughout  the  period  was  that  girls  were  to  be 
eduoated  as  fully  as  boys  but  not  with  them.  A large  number  of  educational 
institutions  for  girls  was  established  and  many  sohools  admitted  girls  on  equal 
terms  with  boys.  However,  in  these  institutions  girls  and  boys  were  eduoated  by 


separate  departments 


91 


Experience,  good  character  and  ability  to  discipline  were  qualifications 
most  desired  in  teaohers.  In  the  early  part  of  the  period  teachers  were  poorly 

qualified  and  poorly  paid.  The  quality  of  teaohers  was  improved  through  several 

agencies,  a scheme  originated  by  Governor  Slade,  which  prepared  teaohers  for  work 
in  the  West*  an  increase  in  the  number  of  teaohers'  oourses  in  secondary  schools; 
the  work  of  the  Ladies'  Association  for  the  Education  of  Females;  and  teachers' 
institutes,  conventions  and  societies. 

The  free  sohool  law  was  passed  in  l®b5  and  was  the  result  of  growing 
agitation  for  a system  of  free  schools  supported  by  publio  taxation.  Some  private 
secondary  and  elementary  institutions  were  immediately  converted  into  free  schools. 
However,  the  private  school  was  a popular  and  firmly  established  institution  and 
for  these  reasons  continued  to  be  the  dominant  type  of  institution  until  after 
1&60.  In  many  localities  the  free  sohool  law  was  not  observed  and  was  frequent- 
ly denounced  as  unfair. 

Beoause  of  the  slow  assimilation  of  the  free  school  idea,  the  transition 
from  private  to  free  sohools  was  very  gradual. 


Appendix 


- List  of  97  schools  offering  secondary  courses,  of  which  a special 
study  was  made.  The  dates  given  are  the  earliest  that  appeal’  in  the  sources 
at  hand. 


Air.  Cross’  School,  Kaskaskia,  1 515. 

Academy,  Kaskaskia,  1519. 

Belleville  Academy,  Edwardsville,  1520. 

Public  School,  Alton,  1521. 

Academy  of  Science,  Edwardsville,  1520. 

Seminary  of  Learning,  Edwardsville,  1522. 

E.G  .Hove's  School,  Springfield,  1526. 

Fairfield  Seminary,  Vanaalia,  1525. 

Jacksonville  Seminary,  Jacksonville,  1529. 

Rock  Spring  Theological  and  High  School, 

Rock  Spring,  1527. 

Hillsborough  Boarding  School, 

Hillsborough,  1530. 

Vandal ia  High  School,  Vandal ia,  1530. 

School,  Lasalle  Prairie,  1530. 

School,  Alton,  1534. 

Edwardsville  Female  Academy ,Edwardsvi lie  1534. 

Female  Seminary,  Jonesboro,  1534. 

Alton  Seminary,  Alton,  1534. 

Academy,  Chicago,  1534. 

Young  Ladies'  Aoademy,  Kaskaskia,  1537. 


i 


Hillsboro  Academy,  Hillsboro,  1537. 

Vandalia  Academy  and  Free  School,Vandalia,1637 . 
Mount  Vernon  Academy,  Mount  Vernon,  1539. 

Sohool,  Vandalia,  1539. 

Springfield  H.S.,  Springfield,  1539. 

Springfield  Academy,  Springfield,  1639. 

Springfield  Female  School , Springfield,  1640. 
School,  Springfield,  1642. 

Male  and  Female  Academy,  Mount  Carmel,  1642. 
City  School,  Lower  Alton,  1643 . 

Cherry  drove  Sohool,  Knox  County,  11643. 

Ladies'  School,  Winchester,  1643 . 

Monticello  Seiainary,  Godfrey,  1642. 

School,  Highland,  1643 . 

High  Sohool,  Middle  Alton,  1644. 

Galena  Female  Seminary,  Galena,  1644. 

Mr.  Campbell 's  Academy,  Galena,  1644. 

Select  School,  Upper  Alton,  1644. 

Miss  Olin's  Sohool,  Springfield,  1644. 

Springfield  City  School,  Springfield,  1644. 
Jubilee  College,  Peoria  Co.,  1644. 

Springfield  Academy,  Springfield,  1645. 

Seminary  for  Young  Ladies,  Springfield,  1645 . 

I 

St.  Mary's  College,  Chicago,  1645. 

Chioago  Female  Seminary,  Chicago,  1645. 

School,  Middleton,  I645. 

Warrenville  Institute,  Warrenville,  1645. 


; ...  - 


- 


Edgar  Aoademy,  Paris,  1546. 

Feuiale  Seminary,  Springfield,  1547. 

Farmington  Academy,  Farmington,  1545. 

Springfield  Female  Seminary,  Springfield,  1549. 
Springfield  Academy,  Springfield,  1549. 

Seminary,  Springfield,  1545. 

Classical  School,  Springfield,  1549. 

Clinton  High  School,  Petersburg,  1549. 

Upper  Alton  High  Sohool,  Upper  Alton,  1549. 
Female  High  School,  Alton,  1549. 

Illinois  Conference  Female  Aoademy, 

Jacksonville,  1549. 

Sohool, Springfield,  1549. 

Petersburg  Female  Seminary,  Petersburg,  1549. 
Miss  Bahan's  Scnool,  Springfield,  1549. 

Wesleyan  Female  Aoademy,  Springfield,  1542. 
Miss  Bascom’s  School,  Springfield,  1549. 

McKendree  College,  Lebanon,  1549. 

City  Sohool,  Alton,  1549. 

Parochial  Sohool,  Springfield,  1550. 

Greenfield  Academy,  Greenfield,  1550. 

Mt . Palatine  Academy,  Mr.  Palatine,  1550. 

Female  Seminary,  Alton,  1552. 

City  Sohool  (Hew),  Alton,  1552. 

English  and  Classical  Sohool,  Naperville, 1552 . 
Warrenville  Seminary,  Warrenville,  1552. 

Naperville  Aoademy,  Naperville,  1552. 


. 


Seminary,  Wheaton, 

1 853. 

Seminary,  Naperville, 

1853 . 

Illinois  Institute,  Wheaton, 

1853. 

Aurora  Classical  and  High  School,  Aurora, 1853. 

Illinois  College  Preparatory  Department 

Jacksonville, 

1853 -4. 

Springfield  Central  Academy,  Springfield,  1855 • 

Jonesboro  Academy,  Jonesboro, 

1855. 

English  and  Classical  School,  Springf iela,1855. 

Springfield  Female  AO ad emy , Springfield 

, I856. 

Young  Ladies'  Select  School,  Alton, 

1850. 

Boarding  and  Day  Sohool,  Jonesboro, 

1858. 

Chioago  High  School,  Chicago, 

1859. 

New  Female  Seminary,  Springfield, 
Aurora  Institute  and  Clark  Seminary, 

1859. 

Aurora, 

1859. 

High  School,  Springfield, 

1859. 

Union  Academy,  Jonesboro, 

1860. 

South  West  Seminary,  Pittsfield, 

1850. 

Mount  Carroll  Seminary,  Mount  Carroll, 

I853. 

Olney  Seminary,  Olney, 

1855. 

Dearborn  Seminary,  Chioago, 

I856. 

Lewiston  Aoademy,  Lewiston, 

1857. 

Belvidere  Female  Seminary,  Belvidere, 

1858. 

Seleot  School , Anna, 

1859. 

* 


. 


< 


.. 


*■ 


Bibliography 


Newspapers 

Alton  Daily  Morning  Courier,  1652-54,  Alton. 

Alton  Demooratio  Union,  1646,  Feb. 14,  Alton. 

Alton  Weekly  Courier,  1654-55,  Alton. 

Alton  Telegraph  and  Democratic  Review,  1643-52,  Alton. 

Alton  Spectator,  1633-34,  Alton. 

Baokwoodsman,  The,  1637-41,  Carrolton. 

Battle  Axe,  Feb. 4, 1643,  Springfield. 

Beardstown  Chronicle,  1651-34,  Beardstown. 

Chicago  Democrat,  1636,  Deo. 7,  Chioago. 

Daily  Illinois  State  Journal,  1649-59,  Marshall. 

Democratic  Advocate  and  Commercial  Advertiser,  Feb.  17,1644,  Chioago. 
Du  Rage  County  Observer,  1652-54,  Naperville. 

Edwardsville  Spectator,  1619-26,  Edwardsville . 

Galena  Sentinel,  May  25,1644,  Galena. 

Illinois  Advooate,  1633,  Vandalia. 

Illinois  Champion,  1634,  Nov.  15,  Peoria. 

Illinois  Daily  Journal,  1646-49,  Springfield. 

Illinois  Gazette,  1620-1630,  Shawnee town. 

Illinois  Intelligencer,  Vandalia,  Kaskaskia,  1619-1651. 

Illinois  Journal,  1633,  Shawneetown. 

Illinois  Republican,  Deo.  23,1643,  Shawneetown. 

Illinois  State  Gazette,  Aug.  21,1645,  June  29,1643,  Shawneetown. 
Illinois  State  Register,  1636-56,  Springfield. 

Illinois  Temperance  Herald,  1630,  Alton. 


J 

* 

. 

' 

' 

• 

1 ' 


Independent  Democratic,  March  30,1643,  Springfield. 

Jonesboro  Gazette,  1654-59,  Jonesboro. 

Legislative  State  Register,.  March  1643,  Deo.  1642,  Springfield. 
Missouri  arid  Illinois  Temperance  Herald  and  Washingtonian, 
1636-41,  Alton  and  St.  Louis. 

Mount  Carmel  Register,  April  23,  1642,  Mount  Carmel. 

Mount  Carmel  Sentinel,  Nov.  19,  1634,  Mount  Carmel. 

Old  Soldier,  The,  1640,  Sept.  23,  Springfield. 

Peoples’  Advocate,  Feb.  19,1644,  1643,  Carrolton. 

Sangamo  Journal,  1641-42,  Springfield. 

Sparta  Democrat,  Nov  3,  1646,  Sparta. 

Sucker,  The,  Feb.  23,1643,  Pittsfield. 

Vandalia  Free  Press,  and  Illinois  Whig,  1641,  Vandalia. 

Warsaw  Message,  Maroh  16,1643,  Warsaw. 

Western  Citizen,  June  12,  1643,  Chicago. 

Winchester  Republican,  Feb.  22,1643,  Winchester. 

Western  Intelligencer,  1616-1616,  Kaskaskia. 

Reports 

Annals  of  Education,  Vols.I,IV,  V,  VIII. 

Reports  of  State  Super intendent  of  Public  Instruction  1634-56 

1667-66 

1663-64 

1666-67 

I696-99 

School  Law  of  Illinois,  1634-59* 


